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HISTOEICAL SKETCH 



OP 



NORMAL INSTRUCTION 

IN WISCONSIN. 



184.6-1876. 







By albert SALISBURY, 

Professor of History in the Whitewater Normal School, 



MADISON, WIS.: 

ATWOOD & CULVER, 

Printers and Stereoty^ers, 

1876. 



vT- 



CONTENTS, 



CHAPTER I. 
The Growth of the Idea, ► - - 9 

CHAPTER II. 
The Formation of the Fund, - - - 89 

CHAPTER III. 
The History of the Schools, - - - .50 

CHAPTER IV. 
Teachers' Institutes, . . • - - 8tt 

CHAPTER V. 
The Board op Regents, - - . - - 89 

CHAPTER VI. 
The Present System, - - - - - 96 



PREFACE. 



In the preparation of this sketch, as will easily be 
seen, there has been no attempt at ornament; there has 
been, however, a persistent and laborious effort at accu- 
racy in matters of fact. But in an account extending^ 
over so many years, and prepared under such circum- 
stances as this, it must needs be that some omissions 
and even errors exist. The most that can be hoped is 
that they are not serious ones. 

It has been the aim to make a tolerably complete 
and convenient book of reference, and at the same time 
to preserve, as far as possible, the form of a connected 
narrative. With this in view, the matter has been ar- 
ranged in chapters under such general heads that a per- 
son interested only in a particular point or direction 
need not be compelled to read the whole book in order 
to find the desired information. Although this plan 
Las made considerable repetition necessary, it has been 
adhered to faithfully throughout, even where the repe- 
tition was very distasteful to the writer. 

It need hardly be said that there has been a free use 



6 PREFACE. 

of material wherever found; and no one who has writ- 
ten upon the topics which the sketch comprises need 
be surprised to lind his sentences comfortably sand- 
wiched between my own, for better or for worse. 

It has been my strong desire to compile a record 
which should be satisfactory to my colleagues in the 
Normal School work of the state, and useful to persons 
abroad having any interest in that of which it treats. 
I commit it to the printer with very little hope that I 
have succeeded. The work can hardly be satisfactory 
to any but the indifferent. But I may at least say to 
those who will think that I have made poor use of my 
material and that the work is badly done, that they 
little know how easy it would have been to do even 
worse. A. S. 

Whitewater, May, 1876. 



HISTORICAL SKETCH 



OP 



NORMAL mSTRUCTIO:^' 

IN WISCONSIN. 



CHAPTER I. 

THE GROWTH OF THE IDEA. 

The flourishing oak tree implies the acorn, the soil, 
and time for growth. A system of normal instruction 
like that of Wisconsin, with its four schools in active 
operation, with others in prospect, and with an elabo- 
rate adjunct system of teachers' institutes, similarly im- 
plies previous agitation and labor and the gradual growth 
of favorable public sentiment. And any intelligent pre- 
sentation of the normal school history of the state mast 
include some consideration of the growth of the normal 
school idea among the people of the state. 

The normal school acorn was brought from the east 
to Wisconsin in the territorial days. The first attempt 
to plant it was made in the constitutional convention 
of 1846. In the journal of that body we read as fol- 
lows: ''The question was then put on concurring in 
the fifth amendment of the committee [of the whole], 
2 



10 HISTOKICAL SKETCH OF 

wliich was to add to section 2d, 'until a university 
shall be established, the net income of the university 
lands shall be appropriated to the support of normal 
schools,' and was decided in the negative (48 to 51)." 

The authorship of this amendment cannot be cer- 
tainly determined. Dr. Henry Barnard had come to 
Madison, at the invitation of Hon. John H. Tweedy and 
others, and addressed the convention at an evening ses- 
sion. The points advocated by him were reduced to 
writing by himself, and were embodied in the constitu- 
tion as adopted by the convention. Possibly he was 
the author of this unsuccessful amendment also, but it 
seems ha^'dly probable. 

The constitution of 1846 was rejected by the people 
of the t/3rritory, and another convention met late in 
1847. As a part of the article on education, the com- 
mittee on that subject reported the following: '"Sec- 
tion 7. When the population of any county in this 
state shall exceed twenty thousand in number, provision 
shall be made by law for the erection of an academy in 
such county, with male and female departments and a 
normal school department for the education of teachers 
for the primary schools." But this section was ex- 
punged by the convention. 

The State Constitution. 

The normal school idea, however, gained a foothold 
in the constitution of 1848, which, in art. X., sec. 2, sets 
apart " a separate fund, to be called the school tund, the 
interest of which, and all other revenues derived from 
the school lands, shall be exclusively applied to the fol- 
lowing objects, to wit: 



NORMAL INSTRUCTION IN WISCONSIN. 11 

"1. To the support and maintenance of common 
schools in each school district, and the purchase of suit- 
able libraries and apparatus therefor. 

" 2. The residue shall be appropriated to the support 
and maintenance of academies and normal schools, and 
suitable libraries and apparatus therefor." 

Here we are able to trace, in part at least, the pater- 
nity of the provision for normal schools. The article 
on education was drafted by Rev. Eleazer Root, of 
Waukesha, who had been elected to the convention by 
constituents of opposite politics, with especial reference 
to the cause of public education. During the weeks 
between Mr. Root's election as a delegate and the as- 
sembling of the convention, he had been in frequent 
conference with Mr. Elihu Enos, Jr., a graduate of the 
Albany Normal School under David P. Page, who had 
just entered upon the work of teaching in Waukesha^ 
through Mr. Root's instrumentality. Fresh from the 
influence of Mr. Page, and full of enthusiasm for nor- 
mal schools, Mr. Enos labored diligently to instil the 
idea into Mr. Root's mind, and with success. 

The first plan conceived for securing normal instruc- 
tion in the state Avas that of connecting it with the Uni- 
yersity. In January of 1819, less than a year after the 
admission of Wisconsin as a state, the regents of the 
embryo State University, by an ordinance which was 
ratified by the legislature in the month following, estab- 
lished therein a normal department. But the funds at 
their command were insufficient for the work already in 
hand, and the ordinance remained inoperative so far as 
it concerned normal instruction. 



12 HISTORICAL SKETCH OF 

First Report of the State Superintendent. 

At the close of 1849, Hon. Eleazer Root, then Super- 
intendent of Public Instruction, made the first annual 
report from his department. In it, he calls attention to 
the provision of the constitution respecting normal 
schools, recounts the history of the Albany Normal 
School, and transmits the University "ordinance of 
1849 " just alluded to. He thinks that such a normal 
department, with a system of teachers' institutes, may 
.answer present need. 

Concerning this ordinance of 1849, it cannot be amiss 
to give such extracts from it as will give an intelligent 
idea of its purport. The charter of the University had 
provided for four departments, the fourth being that of 
"the theory and practice of elementary instruction." 

The Universitij Ordinance of 1849. 

The ordinance referred to, after organizing the " De- 
partment of Science, Literature and the Arts," proceeds 
as follows: 

" The Regents of the University do further ordain : 

" 1. That there be hereby established a normal pro- 
fessorship; and that it be the duty of the chair to render 
instruction in the art of teaching, comprising the most 
approved modes of inculcating knowledge, and admin- 
istering the discipline of the common school; and in 
such branches of study as may best prepare the pupils 
in this department for their honorable and useful voca- 
tion as educators of the populir mini." 

Sec. 2 constitutes the chancellor and the normal 



NORMAL INSTRUCTION" IN" WISCONSIN". 13 

professor the faculty of this department, whose duty it 
shall be to hold annual sessions of at least five months, 
for the instruction of such yoimg men as may avail them- 
selves thereof with a view to teaching in the state- 
Other sections provide for tuition without charge, for 
a degree and diploma, etc. 

Sec. 6 declares, '' That it is the fixed intention of the 
board of regents thus to make the University of Wis- 
consin subsidiary to the great cause of popular educa- 
tion, by making it, through its normal department, the 
nursery of the educators of the popular mind, and the 
central point of union and harmony to the educational 
interests of the commonwealth." 

Supt. Root's Eeports for 1850 and 1851. 

In his report for 1850, Supt. Root again argues for 
normal instruction, saying: "In consideration of the 
exigencies of the public schools, the imperative demand 
for normal instruction, and the probable inadequacy of 
the available means of the University to provide for the 
reasonable supply of that demand, I would respectfully 
suggest for the consideration of the legislature, the pol- 
icy of aiding the regents in the completion of the nor- 
mal school building already begun, and of making an ap- 
propriation from the annual revenue of the school fund, 
of a sum sufficient to defray the current expenses of 
normal instruction therein, until the University shall 
be able to assume the burden for the benefit of the com- 
mon schools of the state." 

And in 1851, in his last report, he returns vigorously 
to the charge with these words: " The utility of normal 
instruction is conceded; it is provided for in the consti- 



14 HISTORICAL SKETCH OF 

tution; it is imperatively demanded by our wants; 2,300 
schools ask for it, and more than 111,000 children are 
in daily need of it. Action on this subject should be 
no longer postponed. The income of the school fund 
is now amply sufficient to justify it." He therefore 
urged the " speedy organization of the department for 
teachers in the University.'^ A lame conclusion to so 
vigorous an onset, we might say, looking at the matter 
in the light of to-day. 

Beport of the University Regents in 1851. 

In the report of the university regents, bearing date 
January 1, 1851, the purposes of the board in regard to 
the normal department are again outlined, forming a 
very complete and intelligent plan, including " the 
opening of a Model School in the village of Madison," 
and " the admission of female as well as male teachers 
to all the advantages of the normal department of the 
University." The foundation of a building for that 
department (the south dormitory) was already laid, and 
the board proposed, if the state of the treasury would 
permit, to have the building completed and the depart- 
ment opened by the spring of 1852. This hope was 
not realized. 

Work of Supt. Ladd in 1852 and 1853. 

A new phase in the growth of the normal school idea 
was introduced in 1852, by Supt. Azel P. Ladd, who 
held in various portions of state, what he calls in his 
report, " Temporary Normal Schools." These will 
justly demand of us farther notice under the head of 
teachers' institutes. This action of Supt. Ladd, con- 



KORMAL INSTRUCTIOI!^ IN WISCOI^'SIN'. 15 

sidering the general coudifcion of educational affairs 
at that time, deserves to be held in most honorable 
memory by his successors in the work, for the sagacity 
and industry which gave it birth. 

He urged the necessity of state aid to this work, and 
procured the passage of a bill to that purpose through 
one house of the legislature, but it met with failure in 
the other. 

In his second report, for 1853, the same matter was 
presented more fully, and, in- addition, the following: 

'' No appropriation has yet been made to carry into 
effect the provision of the constitution relative to a 
state normal school. That a school of this character is 
needed, the difficulty of obtaining good teachers for onr 
schools is the best evidence. "^ * Until we have an 
institution of this kind, W(3 cannot reasonably expect 
the character of our schools will be commensurate with 
the munificence of our fund. I would, therefore, com- 
mend this subject to your consideration." 

Siipt. Wright in 1854. 

Supt. H. A. Wright, in his report for 1854, speaks of 
the value of normal schools, of their usefulness where- 
ever tried, and of the great need of them in this state. 
He especially urges the speedy development of the 
normal department of the University, and calls upon 
the legislature to furnish the pecuniary aid, without 
which the regents would be unable to put their plan 
into operation. He says, '' It is the intention of the 
law of the state, providing for a normal department of 
the University, and of the board of regents acting under 
that law, that it should be organized and opened for 



16 ^ HISTORICAL SKETCH OF 

the reception of teachers; but when? That is the 
important point. We shall never hereafter need its 
good services so much as now, in providing the schools 
with good teachers, and noio is the time for that nor- 
mal department to exist otherwise than upon paper. It 
has thus slumbered long enough." 

A Step Forward Attempted hj the University. 

In 1855, the University attempted to take a forward 
step in the development of the projecited normal depart- 
ment, as may be best told by a letter from Chancellor 
Lathrop, which was embodied by Superintendent A. C. 
Barry in his report for 1855. 

Says Chancellor Lathrop, ''It is the settled design of 
the regents of the University to make the institution 
subsidiary to the cause of popular education through its 
normal department. In accordance with this policy, 
the board at their last meeting appropriated f 500 per 
annum for the support of this department, and filled 
the chair of normal instruction by the election of Prof. 
Daniel Read, who is also professor of the English de- 
partment of the facult}^ of arts. A yearly course of 
professional instruction will be rendered in the art of 
teaching, at such season of the year as will best suit the 
convenience of the teachers' classes. 

" In the present condition of the. university fund, this 
is all that the regents are able to do in that direction. 
A full organization of the department will require; 

''1. The support of a normal professor, whose undi- 
vided time and energies shall be devoted to the duties of 
his charge. 

"2. The necessary apartments and apparatus; and 



KORMAL IJS^STRUCTIOif IK WISCOiq"SIN". IT 

"3. A well arranged system of teachers' institutes 
which shall carry temporary normal instruction into 
ever}^ section of the state. 

" The professional course at the University should oc- 
cup3'' about five months of the year, and during the 
seven months of vacation the normal professor, in con-^ 
nection with the state superintendent, should hold at 
least one teachers' institute in each judicial district. 
* * An appropriation of |2,000 per annum would 
enable the board to perfect the system, and to offer to 
the public a normal organization not to be surpassed 
elsewhere, at a moiety of the expenditure it would re- 
quire to set up a normal school separate from the Uni- 
versity, which could not be expected to perform the 
work as well." 

But the legislature failed to respond with the asked 
for aid. 

The experiment was continued by the University 
alone, to the extent of two courses of professional lec- 
tures, delivered by Prof. Read, on the Art of Teaching, 
The first began in the latter part of May, 1856, and 
continued through the eight remaining weeks of the 
term. Eighteen students are recorded as in attendance. 
A second course was given in 1857, with an attendance 
of twenty-eight students. 

A Bill for Normal Schools hy Hon. Jas. Sutherland. 

The first discoverable evidence of any legislative con- 
sideration of the normal school question is found in the 
senate journal for 1856, from Vvdiich it appears that in 
the session for that year, Hon. James Sutherland, of 
Janesville, introduced " a bill for an act to provide for 



18 HISTORICAL SKETCH OF 

normal instruction and teachers' institutes.'" But this 
bill met a pioneer's fate and failed to pass the senate. 

Supt. Barry's Report for 1856. 

In his report for 1856, Supt. Barry treats the subject 
of normal schools and teachers' institutes quite elabor- 
ately, quoting at considerable length from Horace Mann, 
and also from Henry Barnard. 

He commends the action of the university regents in 
establishing the normal professorship under Dr. Read, 
and favors the development of the normal department; 
but he protests against the idea that it will satisfy the 
needs of the state, and urges the founding of a separate 
and independent normal school. The report contains 
much valuable matter and clear thought. 

Dissatisfaction with the University — Attempt to Divide 
its Fund. 

About this time there v^as much dissatisfaction on the 
part of some, with the workings of the University ; and 
the friends of the corporate colleges and academies con- 
ceived the idea of getting for themselves a share of the 
university fund. It was soon found that the conditions 
of the U. S. grant of the university lands were such 
that the fund could not be diverted in any way. 

The attention of the college men was then directed 
toward the " swamp land fund," and when the legisla- 
ture met in January, 1857, a college delegation came to 
the capitol to procure the passage of an act aiding their 
schools, from the proceeds of the sale of the swamp 
lands granted to the state by the general government. 
Prominent in this "lobby" were Dr. Edward Cooke^ 



KORMAL INSTEUCTIO]!^" m WISCOIS'SIN. 19 

President of Lawrence University, and Prof. A. C. 
Spicer, Principal of Milton Academy. • 

Legislative Action in 1857. 

A bill entitled "a bill to create and establish a litera- 
ture fund from the proceeds of the sale of swamp lands'^ 
was, in accordance with their desires, introduced in the 
senate by Hon. J. Allen Barber. It was remodeled by 
Hon. Jas. Sutherland, chairman of the committee on. 
education, and by him championed through the senate, 
passing by a vote of 24 to 1. 

Meanwhile, at the instance of Prof. J. Gr. McMynn, 
of Racine, and Hon. Elihu Enos, Jr., of Waukesha, a 
bill was introduced in the assembly, by Hon. Llewellyn 
J. Evans, of Racine, chairman of the committee on 
education, " to establish a normal school and teacheis' 
institute." Both bills were favorably reported by the 
assembly committee. 

The friends of the latter bill, headed by Mr. Enos, 
made a strong push against the college bill; and the re- 
sult was a reference of both bills to a special committee, 
headed by Dr. Dugald H. Cameron. This committee 
reported a substitute on the same day, March 5th, which 
passed both houses on the next day, and received the 
approval of the governor, March 7th. Thus originated 
the act of 1857, "An act for the encouragement of 
academies and normal schools." 

This law, portions of which are given in another 
place, set apart to the purposes specified in its title, 
the income of one-fourth of the gross proceeds of the 
sale of the swamp lands granted to the state in 1850; it 
also provided for a board of regents by which the distri- 



20 HISTORICAL SKETCH OF 

bution of the income was to be made to the schools, as; 
said board miofht determine. 



'o" 



The Board of JRegents. 

This board, as appointed by Gov. Bashford, after the 
adjournment of the legislature, was largely made up of 
the officers and friends of the ver}^ institutions which 
were to receive its aid. The substitute bill, which be- 
came the law, had not given entire satisfaction to all 
the original movers. Dr. Cooke, indeed, being strongl}^ 
opposed to it; but, such as it was, the best must be 
made of it. 

At the first meeting of the board, held July 15, 
1857, the question of establishing a distinct normal 
school came up, and was referred to a committee, of 
which Dr. Cooke was chairman. Naturally enough, 
the committee did not report favorably. 

Of the several '' conclusions " of the report, only the 
first need be given, viz: " 1st. However desirable sepa- 
rate normal schools, not connected with any other in- 
stitutions, may be to the interests of education, in the 
opinion of your committee, the act entitled, 'An act for 
the encouragement of academies and normal schools' 
does not empower this board of regents to take any 
steps in that direction, other than to receive proposals 
from towns, villages and cities, proposing to erect and 
donate such institutions." But this plan of entrusting 
all normal instruction to departments of colleges, acad- 
emies, and high schools, for the benefits of the act were 
eventually extended to high schools also, was never 
satisfactory to all parties; and the practical workings of 
it did not always tend to increase satisfaction. 



FORMAL INSTRUCTIOK lis^ WISCONSHS". 21 

Supt. Bam/s Beport for 1857. 

The gradual growth of public opmion is well illus- 
trated by the more advanced stand taken by Supt. Barry 
in his report for 1857. He says, '' Proper and thorough 
instruction in the theory and practice of the teacher's 
profession can only be furnished by the Normal 
School." 

And in commenting upon the act of 1857, says: "I 
regard the action of the last legislature on this subj ect 
in part at least, as premature and ill-advised; and the 
entire plan as impracticable, and destined of course to 
fail. Without wishing to disparage in the smallest de- 
gree the claims of our colleges and academies, or to call 
in question their usefulness, I unhesitatingly assert that 
it is utterly impossible for them to furnish the normal 
instruction required, even though the entire income of 
the school fund were to be distributed among them. 
The experiment has been fairly and faithfully tried [in 
New York], and has failed most signally and disastrous- 
ly. * * We may save time, money, and the vexation 
and shame consequent upon defeat, by proceeding at 
once to the establishment of a state normal school on 
a wise and liberal basis. Never shall we need such an 
institution more than we do at the present time. I 
again respectfully urge this subject upon the attention 
of the legislature, and shall hope for its favorable action 
in relation thereto." 

The State Teachers' Association. 

The State Teacher.^' Association had discussed the 
question of normal schools at its meeting at Waukesha, 



22 HISTORICAL SKETCH OF 

in 1857, and perhaps at Beloifc the year before, but had 
given forth no decided voice in the matter until the 
meeting at Portage, in 1858. 

At this meeting. Rev. J. B. Pradt read an elaborate 
essay on Normal Schools, and a committee consisting of 
Messrs. Pickett, Pradt, and Griffith, reported a " Plan 
of Normal Instruction," prepared by Mr. Pradt, which 
included as one of its several features, '^An itinerant 
normal faculty, who in conjunction with the county 
superintendents, shall give instruction in the institutes.'^ 
Was it a foreshadowing of the present institute system? 

Although the legislature had given to the colleges 
and academies what it had denied to the University, viz: 
aid for the support of normal instruction, the University 
did not give up the idea of a normal department. 

The University — Dr. Barnard. 

By a bill introduced in 1858, but lost in the closing 
hours of the session, it was proposed to reorganize the 
University with nine departments, among which that of 
normal instruction was named as first; and the Chan- 
cellor, in a communication to the university regents, in 
June of that year, urges that '' the time has arrived for 
a full development of the normal department." 

The University was at that time reorganized by an 
ordinance of the regents in which, strangely enough^ 
no normal department is once named, though they pro- 
ceeded immediately to elect Hon. Henry Barnard, LL.D., 
as " Chancellor and Professor of N'ormal Instruction." 
This choice had been made largely through the influ- 
ence of Dr. Daniel Read, the Normal Professor of the 
University, now President of the Missouri State Univer- 



KORMAL Il^STRUCTIOK IN WISCOIfSIN'. 25 

sity. The attention of the board of normal regents 
was also directed toward Dr. Barnard. At a meeting of 
this board, October 5, 1858, he was present, by invi- 
tation it would seem, and was then elected as their 
agent. 

His specific duties were, '' to visit and exercise a su- 
pervisory control over the normal departments of all 
such institutions as shall apply for a participation in 
the normal school fund; to conduct county teachers' in- 
stitutes, and give normal instruction in the same; and 
to cooperate with the superintendent of public instruc- 
tion in providing a system of public educational ad- 
dresses, to be delivered in the various counties of the 
state." Let it be remembered that he was also chancel- 
lor of the University. 

Supt. Drape/ s Beportfor 1858. 

Supt. L. C. Draper, in his report for that year, discus- 
ses elaborately and lengthily the subject of normal 
schools and teachers' institutes. 

He speaks of the division of opinion as to the wisdom 
and practical results of the law of 1857, but does not 
seem to commit himself very decidedly to either side. 

He waxes enthusiastic over the prospective advent of 
Dr. Barnard, in the following terms: '' Regarding as I 
do, Mr. Barnard's connection with our State University 
and our Normal School system — especially the latter^ 
as the most important event that has ever occurred in 
our educational history — if not indeed, the most im- 
portant in view of its probable consequences, that has 
ever transpired in the history of the state, I shall venture 
to give some notice of his most prominent services — 



24 HISTORICAL SKETCH OF 

thus endeavoring to show what we may reasonably ex- 
pect as the result of his earnest labors here, by what he 
has elsewhere so largely and so thoroughly accom- 
plished." 

Then follow several pages of biography, closing with: 
" Such is Henry Barnard. We have reason, as a state, 
to felicitate ourselves on the acquisition of such a man. 
It ought to form a new era in our state history; and it 
ivill^ if we are true to ourselves and to him. We shall 
best honor ourselves and bless our state by listening 
confidingly to, and promptly carrying into effect, what- 
ever suggestions and advice such a man as Henry Bar- 
nard, in his ripe experience, and noble devotion to the 
good of his race, may deem it his duty to offer on mat- 
ters pertaining to the great cause of popular education 
in Wisconsin." 

Teachers' associations passed congratulatory resolu- 
tions; and the state was passed over, as it were, into 
Dr. Barnard's hands, in the enthusiastic belief that he 
would be able to do all things. But, although all this 
adulation was almost justified by his previous work and 
reputation, the fact remained that it was not within 
the power of any man to fulfill such over-wrought 
expectations. 

Dr. Barnard's Labors in Wisconsin. 

Dr. Barnard was not able to enter upon his labors in 
Wisconsin until the spring of 1859. But during the 
autumn of that year he organized and carried out a 
series of teachers' institutes, reaching about twenty 
counties. The work done under his direction in 1860, 
by examinations, institutes, and teachers' associations, 



2!?"0RMAL instructions" IN ■WISCONSIN. 25 

reached probably three-fourths of all the teachers in 
the state. In connection with this work, several prom- 
inent educators were brought temporarily, some perma- 
nently, into the state, who did not a little to foster the 
educational spirit, and to promote the growth of the 
normal school idea. But Dr. Barnard's labors here 
were greatly interrupted by ill health, and about the 
beginning of 1861, he resigned his positions and closed 
his career in Wisconsin. 

While there was general disappointment at the fail- 
ure of so many high hopes, and great dissatisfaction on 
the part of some, at his seeming neglect of the Univer- 
sity under his charge, it is undoubtedly true that he 
did something, in several ways, to advance the cause of 
education in the state at large. 

After the exit of Dr. Barnard, the dissatisfaction 
with the act of 1857 naturally increased. To many it 
seemed to forestall, or at least to seriously delay the 
establishment of true normal schools; though others 
had all the while looked upon it as the stepping-stone 
to the desired end. 

Supt. Pickard's Reports. 

Supt. J. L. Pickard says, in his report for 1860: 
*' The agencies now at work will soon prepare us for 
normal schools, which must be established ere long. I 
am not prepared at present to recommend any action 
upon this subject. I would only express my conviction 
that more than one should be established, and aided 
rather than supported by the state." In 1862, he says: 
" No temporary expedient can supply the place of the 

3 



26 HISTORICAL SKETCH OF 

professional school, or in any way diminish the neces-^ 
sity for such a school." 

In 1863, after reviewing the workings of the system 
then in operation, he continues, most pertinently: 
'' Much good has been accomplished by these agencies^ 
but they are at present inadequate to the demand. 
Permanent normal schools are needed, whose sole busi- 
ness shall be the training of teachers. The department 
of normal instruction of the State Univei'sity has been 
opened within the past year, and the attendance has 
been ver}^ large. Many pupils connected with it are 
not normal students, and have no intention of engaging 
in the work of teaching. The circumstances under 
which it was opened rendered such a course advisable. 
A course of study has been adopted, but it will be next 
to impossible to pursue such a course of training in the 
art of teaching, as is essential to complete professional 
culture. The model school cannot be engrafted upon 
the University. * '^^ * No one school will supply^ 
the wants of the state. We should look to the estab- 
lishment of not less than four sucli schools, including' 
the Normal Department of the University. * * * 
It is my impression that the present is the time to take 
the initiatory steps." 

Opening of a Normal Department in the Universitij. 

In the spring of 1863, the University had taken a 
new departure in the shape of a separate and tangible 
normal department, under the charge of Prof Charles 
H. Allen. It is this which is referred to by Superin- 
tendent Pickard in the above extract. One object of 
this was to make a place for young women in the Uni- 



NORMAL IJTSTRUCTION IN WISCONSIN. 27 

versity. Seventy-six entered during the first term, this 
being the first appearance of ladies as students at the 
University, and took possession of the south dormitory. 
The old-time college prejudice against the admission 
of women was not wanting here, of course; but the 
normal department continued until 1869, when it was 
merged into the Female College, which was, in turn, 
fully merged into the University in 1873. Prof. Allen 
continued in charge until near the end of 1865, and 
was succeeded by Prof. Joseph C. Pickard. 

Jno. G. McMijnn as Agent of the Normal Regents in 1863. 

During the 3"ear 1863, to go back again in our narra- 
tive, Jno. G. McMynn was the agent of the board of 
normal regents, conducting institutes, and examining 
the normal classes of the several schools. The war for 
the Union had materially weakened the more advanced 
classes of all schools, and Mr. McMynn saw an oppor- 
tunity to make head against a system which he consid- 
ered radically mischievous. In his annual tour of exam- 
ination, by an unusual severity of examination, he great- 
ly reduced the number of beneficiaries, and did much to 
break down the system then current. The medicine was 
severe, and most unpalatable to the immediate recipi- 
ents, but it has undoubtedly had a salutary influence 
upon the state as a whole. 

Character of the so-called Normal Dejxirtments. 

The belief is quite general that the so-called normal 
departments were such only in name, and that they did 
nothing but purely academic work and not always the 
best of that. While this is probably a near approach 



28 HISTORICAL SKETCH OF 

to the truth in some cases, the writer hereof can testify 
of one school (Milton Academy) that the " teachers' 
class " was an actual and practical thing, and helped to 
give a better class of teachers to the country round 
about. 

Seventh Annual Beport of the Normal Regents. 

Portions of the report of the board of regents for 
1864, are here inserted as showing what that system was 
in its latest and, consequently, best perfected form: 

" The board, in their report for 1862, say that ' normal 
instruction, like other branches of education in the state, 
has met with obstacles for the last two years by the 
war, which has. not only withdrawn many of the young 
men from the classes, in some cases nearly depleting 
them, but has taken some of the best instructors/ 
These obstacles have b}' no means been diminished dur- 
ing the period covered by this report. Not only has the 
occasion of the war called away many of the male pu- 
pils and instructors, but has by this call made vacant 
places which were of necessity filled by female teachers, 
and thus drawing still more on the classes. The result 
has been a lowering of the standard of scholarship in 
nearly every class reporting to the board. While the 
number reported by the various classes was about the 
same as that of 1862, and the standard of examination 
established by the board was the same, a smaller num- 
ber actually passed the required standard. 

" On the other hand the board has acted in conjunc- 
tion with the State Superintendent in holding teacheis 
institutes in different sections of the state with marked 
good results. It has been the uniform testimony of 



NORMAL INSTRUCTION" IN WISCONSIN. 29 

those attending these institutes that the results have 
been beneficial in awakening new interest and zeal in 
the cause of education, and imparting new vigor to the 
teachers. County superintendents have expressed their 
great satisfaction at the results, and they have been 
greatly encouraged and strengthened in their own work 
by the new impetus thus given. 

" The board consider that no part of the fund gives 
quicker returns or is more satisfactorily expended than 
that appropriated for these county or district institutes. 
Their influences in most cases reach districts but little 
benefited by normal classes, as it has been the uniform 
policy of the board to send their agent and make appro- 
priations for institutes in those counties where no nor- 
mal class exists, in order that the benefit of the fund 
may be partaken of by all. 

Institutions Reporting. 

" There are four classes of institutions making report 
to this board: 

"- 1. Colleges with a net property of 150,000. 

*' 2. Female Colleges, with a net property of $20,000. 

" 3. Academies with a net property of $5,000. 

"4. Union or high schools without any ijr<)perty 
qualifications defined, but being ' under the control of 
any city, village, town, or district board of commis- 
sioners, trustees, or directors, having control of the 
schools in said city, village, town or district, according 
to the laws of this state.' 

" Of these several classes, reports were received and a 
portion of the fund appropriated to the following insti 
tutions: 

" Lawrence University — Appleton, Outagamie Co. 



30 



HISTORICAL SKETCH OF 



" Milton Academy — Milton, Rock Co. 
'^ Allen's Grove Academy — Allen's Grove, Walworth 
Co. 

'' Beloit High School — Beloit, Rock Co. 
" Delavan High School — Delavan, Walvrortli Co. 
Amounts Appropriated to Schools. 

"The following table exhibits the number of pupils 
claimed as having pursued normal studies, according to 
the requirements of the board, together with the num- 
ber allowed by the board, and the amount appropriated 
to each institution: 





1st 
Year's 
Course. 


2d 
Year. 


Allowed 


Am't. 


Lawrence University, 

Milton Academy, . - . . 

Allen's Grove Academy, 

Beloit High School, 

Delavan High School, 

Platteville Academy, 

Albion Academy, . . . . 

Waupaca High School, 


12 
31 
20 
20 
7 
1 
21 
22 

134 


1 
10 
5 

i" 

l_ 


2 
9 
9 
5 
1 


$60 
270 
2?0 
150 
30 


1 
9 


30 
270 




20 


36 


$1,080 



" This distribution was at the rate of $30 for each, 
pupil passing the examination. The board can only 
repeat a remark made in its report for 1859: 

" ' These amounts, together with those received from 
the tuition of pupils, ought surely to be a sufficient in- 
ducement for the establishment of good normal classes, 
and it is not unreasonable, on the part of the state, to 
expect that the work for which the institutions are 
paid shall be fully and amply done. Nor should any 
institution lay claim to or expect to receive aid and 
encouragement from the state, until, on its part, it is 
willing and able to do the state some service.' 



iN^ORMAL IJTSTRUCTION I>«" WISCON-SIN". 



31 





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32 



HISTORICAL SKETCH OF 



Financial Exhibit 

Statement showing the transactions of the Normal School Fund 
during the fiscal year ending September 30, 1864. 



Date. 




Receipts. 


Disburse- 
ments. 


1863. 
Oct. 1 


Balance in the fund, - - - 

Transfer from Swamp Land Fund Income, 

Paid expenses J. L. Pickard, 
services J. G. McMynn, 

services J. G. McMynn, - 
incidental expenses, - - - 
mileage C. C. Sholes, - - 
mileage Wm. Starr, ... 
mileage Silas Chapman, - 
services Silas Chapman, 
appropriation Milton Academy, - 
appropriation Allen's Grove Academy, 
appropriation Beloit High School, 
appropriation Waupaca High School, 
traveling expenses J. G. McMynn, 
appropriation Albion Academy, 
mileage H. Bobbins, 
mileage J. E. Thomas, - - - 
Balance in the fund. 


1178 21 
2,977 50 




1864. 




1863. 
Nov. 3 


$100 00 


Dec. 16 




78 00 


1864. 
July 1 
July 1 
July 7 
July 8 
July 8 
July 8 
July 14 
July 14 
July 15 
July 25 
July 26 
Aug. 5 
Sep. 6 
Sep. 20 
Sep. 30 




500 00 




100 00 




27 00 




24 00 




20 00 




70 00 




270 00 
270 00 
150 00 




270 00 




200 00 




30 00 




20 00 




30 00 




206 71 








$3, 155 71 


$3, 155 71 



Begulations of the Board. 

That portion of the regulations of the board to the 
organization of classes and the granting of diplomas is 

also given. 

Organization of Classes. 

''1. Pupils must make written application to the 
principal of the institution to become members of the 
class, setting forth name, age, and place of residence, 
and also a desire to prepare for teaching, and an inten- 
tion to teach at least two years in the state of Wis- 
consin. 

"2. A special examination (both written and oral) 
should be had for admission to the class, and no one 




STATE ^CIMMAL SClS001^,llIVlBRFAl.IiS. 



DS'ORMAL INSTRUCTIOIsr IN" WISCOKSIN". 3^ 

should be admitted who does not pass a creditable exam- 
ination in the following branches: Reading, spellings 
penmanship, geography, grammar, intellectual arithme- 
tic, and written arithmetic to proportion. 

"3. The normal class should meet as a class every 
school day,' and in addition to such lessons as may be 
recited in other classes, should have special instructions 
given in the best methods of teaching the different 
branches, best methods of organizing and classifying 
mixed and graded schools, true order of studies, school 
programme, school discipline, and other subjects con- 
nected with the practical work of the school room, and 
should, as a class, carefully study some work upon the 
theory and practice of teaching and science of educa- 
tion. 

"4. A class record should be kept, showing the actual 
attendance and standing of each member of the class, 
as also the duties each has performed in writing essays, 
and conducting class exercises. 

"5. The preliminary examination papers, original 
application, and class record must be presented to the 
agent at the time of the examination. 

" 6. Pupils must be at least 16 years of age at the 
time of entering the normal department, and must be 
in attendance at least one term of four months during 
the year covered by the report, after all days of absence, 
holidays, the usual Saturday vacation, and all other 
days in which normal instruction is not given, are de- 
ducted. 

" There must have been an actual attendance of sixty- 
five days, in order to bring the pupil into the 'list of 
normal students to be reported to the board. 



34 HISTORICAL SKETCH OF 

" Institutions drawing from the fund will be expected 
to keep the normal department in operation during at 
least one term of the year, and no appropriation w^ill be 
made to institutions that do not meet these require- 
ments, unless some valid reason is shown why it is not 
so done. 

"Pupils in the normal department must pursue at 
least three of the studies laid down by the board. The 
board would further call the attention of instructors to 
the necessity of lectures and debates with the normal 
class, and always, when practicable, the establishment 
of model classes in connection therewith. 

''A knowledge of vocal music is desirable, and when 
that or German has been acquired, will be certified to in 
the diploma. 

Examinations. 

" The examinations will be held, when desired, once 
a year, and will be upon the entire course of the year for 
which the pupil is entered. None should be presented 
for examination who, in the opinion of the principal of 
the school, cannot pass a thorough examination in all 
the studies required. 

"2. No pupil will be examined in the studies of any 
year, who has not passed, or cannot pass a good exam- 
ination in the preliminary studies, and studies of the 
preceding year or years. * * 

"4. The agent is instructed by the board to refuse 
examination where the normal class has not been estab- 
lished and conducted according to the law and regula- 
tions of the board. He will exclude from examination 
any person who does not give satisfactory evidence of 
being a normal pupil according to the regulations of 



KORMAL INSTRUCTION IN WISCONSIN. 35 

the board, and whose general character and deportment 
are such as to unfit him for a teacher. 
Diplomas. 

"1. Upon the recommendation of the principal of 
the institution there will be granted to those members 
of the normal classes who show, by a thorough exami- 
nation, that they have completed their first year's 
course, a graded recommendatory diploma, setting forth 
the qualifications of the holder, as shown by the exam- 
ination of the agent of this board, and passing him in 
the studies of the first year. 

"2. Upon the same conditions, to those completing 
the second year's course, will be granted a still higher 
grade of recommendatory diploma, of having passed in 
the second year's course. 

" 3. To those pupils who complete the three years' 
course, and who present satisfactory evidence of having 
taught successfully a public school for at least one 
year, will be granted a professional diploma of 'gradua- 
tion in the teachers' course, as prescribed by this board. 

''All communications relating to the formation of 
normal classes, applications and general business, 
should be directed to the secretary. Those relating to 
the examinations of classes, return of examination pa- 
pers, teachers' institutes, etc., should be made to the 
agent." 

Superintendent McMynn's Report for 1864. 

Mr. McMynn became state superintendent, October 1, 
1864. In his first report he took almost exactly the 
same ground that had been taken by Supt. Pickard in 
the previous year. Of the plan of giving aid to acade- 



36 histoTrical sketch of 

mies and other schools for maintaining normal depart- 
ments, he says: "The number of departments at pres- 
ent organized is seven ; and the number of students ex- 
amined during the present year, is less than seventy. 
Sufficient time has elapsed since the present plan was 
adopted, to show that the ostensible objects of the law 
are unattainable under the provisions of the act. * * 
The x^lan is defective. It makes the normal department 
subordinate, and does not provide for the special train- 
ing of teachers." 

No stronger words, perhaps, than those of Supt. 
Barry in 1857; but Supt. McMynn had long been a 
recognized power in the educational work of the state, 
and he had the energy and force of character needful for 
the accomplishment of any radical change of state policy. 
Circumstances fortunately concurred. The increasing 
value of the swamp lands made it seem necessary, to the 
more intelligent, that some action be taken without 
further delay, toward some permanent investment of 
this fund for the best interests of the whole state. Pub- 
lic sentiment was also tolerably ripe, after so long a 
course of education. The friends of normal schools 
did not neglect the auspicious moment. 

Legislative Action in 1865. 

And as a result, the legislature of 1865 enacted a law 
providing a much more liberal endowment for normal 
instruction, and devoting it to the establishment and 
support of distinctively normal schools. 

The history and purport of the bill will be more fully 
presented in the chapter following. 

Early in this same session of the legislature, 1865, a 



IN'ORMAL IJ^STRUCTIOis' lis"- WISCOJ^SIIn'. 37 

l)ill was introduced by Hon. Anthony Van Wyck, of 
Kenosha, " to provide for the establishment of a State 
Normal School." It passed the senate and worked its 
way through the committee of the whole in the assem- 
bly without amendment, when its further consideration 
was rendered unnecessary by the final passage of the 
bill mentioned in the previous paragraph. Senator Van 
Wyck's bill devoted to the support of a single school, 
the same fund which has since been found sufficient for 
the maintenance of several. 

The laws relating to normal instruction were codi- 
fied in 1869, and have received but slight changes since 
that time. The normal system has been rapidly and 
wisely developed, and must increase or decline in the 
favor of the people, according to the measure of its 
work. The history of its growth and the statement of 
its present condition will be given in ensuing chapters. 

It may be said, in passing, that the term, normal, 
has been unwarrantably tacked on to the titles of 
several private or corporate institutions, but no dis- 
tinct normal school has ever been established in Wis- 
consin outside of the state system, with the single 
exception of the Holy Family Teachers' Seminary, a 
Roman Catholic institution at St. Francis, near Mil- 
waukee. This school has a three years' course of study, 
including modern languages, and making a specialty of 
musical instruction. It is not under the control of any 
of the religious orders, and is the only Roman Catholic 
normal school in the United States. 

Resume of the Growth of the Normal School Idea in 
Wisconsin, 

To recapitulate, briefly, the growth of the normal 



38 HISTORICAL SKETCH OF 

scliool idea in Wisconsin : It was introduced into the 
constitutional conventions of the territory by a few 
intelligent citizens, zealous for the cause of popular 
education. It was brought forward and urged, in some 
form, by every superintendent of public instruction, in 
every annual report, from the admission of the state to 
the adoption of the present normal school system in 
1865. It was adhered to, in a departmental form, by 
the authorities of the State University for the twenty 
years from 1849 to 1869. 

It received some impetus from Dr. Barnard in his 
career in this state, but more from some of the more 
permanent educational workers of the state, like Hon. 
Jno. G. McMynn, Rev. J. B. Pradt, Prof. Chas. H. 
Allen, and others who have worked with them and 
after them. Strangely enough, as it would seem at 
first thought, it appears to have received but little 
encouragement from the State Teachers' Association, as 
such, until it was fairly on its feet. 

Normal instruction in Wisconsin is now an estab- 
lished fact, and it may reasonably be hoped that yet 
greater growth belongs to its future. 



NORMAL INSTRUCTIOiq' IJS" WISCOXSIIS'. 39 



CHAPTER II. 

THE FORMATION OF THE FUND. 

Previous to 1857, nothing had been effected in the 
way of providing a fund for the support of normal in- 
struction. The matter had been agitated somewhat, in 
a general way. Supt. Ladd, in 1853, had asked, unsuc- 
cessfully, for a permanent appropriation for teachers' 
institutes; and the University had asked, as unsuccess- 
fully, for aid in developing its normal department under 
Prof. Read, in 1855. A division of the general school 
fund for normal purposes had been proposed, but noth- 
ing had been accomplished. 

Act of Congress of 1850. 

In 1850, by an act of congress entitled " An act to 
enable the state of Arkansas and other states to reclaim 
the swamp lands within their limits," a grant had been 
made by the general government to the state, of a large 
amount of swamp and overflowed lands. The proceeds 
of these lands were, by the provisions of the grant, to 
be " applied exclusively, so far as necessary, to the pur- 
pose of reclaiming said lands by means of levees and 
drains." 

In the United States land survey of the state — made 
as it was, partly in winter and partl}^ in spring, when 
the natural wetness of forest lands is greatest — much 
land had been described and recorded as " swamp and 



40 HISTORICAL SKETCH OF 

Overflowed," which subsequently proved to be of the 
very best quality. The amount, also, was large, com- 
prising, as was eventually determined, several mil- 
lions of acres. But a moderate share of the proceeds 
would be needed, or could be used, for strictly drainage 
purposes. As time went on, and the value of the grant 
became more apparent, the question of the disposal of the 
proceeds not necessary for drainage became an import- 
ant one. 

By an act approved October 11, 1856, one-fourth of the 
net proceeds was set apart as the drainage fund, the re- 
maining three-fourths going to the school fund. This 
distribution applied also to the already accumulated 
proceeds of the swamp land sales. 

At the next session of the legislature, a law was en- 
acted which set apart one of the three-fourths given to 
the school fund as a normal school fund. Portions of 
the act, containing its salient features, are here given. 

The Act of 1857. 

*'An Act for tlie encouragement of Academies and Normal 
Schools. 

^^ The people of the State of Wisconsin, represented in 
Senate and Assembly, do enact as folloivs: 
'• § i. It shalj hereafter be the duty of the commis- 
sioners of School and University Lands to apportion the 
income of twenty-five per cent, of the gross proceeds 
arising from the sale of swamp and overflowed lands 
granted to this state, by an act of congress entitled ' an 
act to enable the state of Arkansas and other states to 
reclaim the swamp and overflowed lands within their 
limits,' approved ^September 28, 1850, to Normal Insti- 
tutes and Academies as hereinafter provided. 



i^OEMAL IKSTRUCTIOi^ IK WISCOKSIif. 41 

" § 2. For the purpose of more fully carrying out the 
provisions of this act, there shall be constituted a board 
of nine regents, to be called the ' Board of Regents of 
Normal Schools,' no two of whom shall reside in any 
one county of this state. They shall be appointed b}'' 
the governor, by and with the approval of the senate. 
The governor and superintendent of public instruction 
shall be ex-officio members of the said board of re- 
gents. They shall have a voice, but shall not be al- 
lowed to vote on any of the business of the board of 
regents. The governor shall have power to fill all va- 
cancies which may occur by death, resignation or other- 
wise, until the next meeting of the legislature, or while 
the legislature is not in session, but the appointments 
thus made shall be confirmed by the senate during the 
next succeeding session of the legislature: provided., 
that the first board of regents shall have power to act 
though appointed by the governor after the adjourn- 
ment of the present session of the legislature. 

"§ 7. All applications for any of the income of the 
school fund, pursuant to the provisions of this act, shall 
be made to the board of regents of normal schools, in 
such manner as they shall direct, and the school land 
commissioners shall distribute the income fund specified 
in section one of this act to such normal schools and 
academies, and in such ratio as the board of regents 
shall designate, and no religious test shall ever be re- 
quired of any student or scholar in any of the institu- 
tions and schools receiving any of the income fund 
designated in this act. 

" § 8. The regents shall require of each institution 

4 



HISTOEICAL SKETCH OF 

applying for any of the income fund designated in sec-^ 
tion one of this act, satisfactor.y evidence, which shall 
be uniform, that the provisions of this act have been 
fully complied Avith. They shall require a report annu- 
ally at such time as they shall designate, of the number, 
age, residence, and studies of each pupil or scholar re- 
turned to them, entitled to the distribution share of said 
income fund. And they shall make a report of the 
state and condition of such institution, drawing from 
the income fund, to the governor, at the same time that 
other state officers are required to report. A copy of 
the proceedings of the board of regents, fully and 
fairly kept and codified by their president and secretary, 
shall be filed annually at the close of each fiscal year of 
this state, in the office of the secretary of state. 

* * * ^ sj; sis 

"§ 10. All the income of the fund provided for in 
section one of this act shall be distributed to the col-^ 
leges, universities and academies severally, except the 
State University, having established and maintained 
such Normal Institute, according to the number of pu- 
pils so instructed in such studies and for such a period 
of time as the board of regents may designate as a 
qualification or condition for receiving the benefits of 
this act, until the amount awarded to any one of such 
schools shall reach the sum of three thousand dollars 

annually. 

****** 

" § 14. Whenever any town, city or village in this 
state shall propose to give a site and suitable building 
and fixtures for a State Normal School, free from all 
incumbrances, said board of regents may consider the 
same, and if, in their opinion, the interests of education 



NORMAL IITSTRUCTION- m WISCONSII^. 43 

will be advanced thereby, they may, in their discretion, 
select from sach propositions the one most feasible and 
located in such place as is deemed easiest of access, and 
apportion to the same annually a sum not exceeding 
three thousand dollars for the support and maintenance 
of teachers therein. 

" § 15. No charge shall be made for tuition to any 
pupil or scholar in said normal school whose purpose is 
to fit himself as a teacher of common schools in this 
state, and the number and qualifications of scholars, 
and regulations under which they shall be admitted, 
shall be determined by the board of regents. Of the 
remainder of the income mentioned in section one of 
this act, every incorporated college in this state with a 
clear capital of $50,000 (except the State University) 
shall be entitled to receive |20 for every female gradu- 
ate who shall have pursued the regular course of study 
in such college, or such a course as the board of regents 
in this act shall prescribe in lieu thereof." 

Legislative Action. 

In 1858, the legislature added another fourth of the 
swamp land fund to the drainage fund, thus leaving but 
one-fourth in the general school fund. The normal 
school act of 1857, quoted above, in part, was in opera- 
tion for eight years. The amount of money disbursed 
under it was, in 1857, 114,520; in 1858, |10,152; after 
that, amounts varying from $3,000 to $5,000 per an- 
num, a portion of which was expended for teachers' in- 
stitutes. In 1865, a radical change was made, both in 
the constitution of the fund and the objects and method. 
of its disbursement. 



44 HISTORICAL SKETCH OF 

The swamp land question was still troubling the 
Soloiis of the state. Local ''grabs" and "steals" were 
being continually worked up against the swamp land 
fund. One favorite method of attack was the building 
of state roads, etc., by appropriating swamp lands for 
the purpose, these measures being often only the sharp 
schemes of private parties. When the legislature met 
in 1865, it was felt that one of its first duties was to 
make some permanent and final disposition of these 
lands so that the whole might not be squandered and 
dissipated to no general good. " An act to dispose of 
the swamp and overflowed lands, and the proceeds there- 
from," was introduced, in the assembly, by Hon. Jack- 
son Hadley, of Milwaukee, once the popular principal of 
the Buffalo High School. It passed that house, March 
24, with but four dissenting votes, and passed the senate 
April 7, receiving the approval of Gov. Lewis, April 11. 
So much of the law as relates to the normal school fund 
is here inserted: 

The Act of 1S65. 

" An Act to dispose of the swamp and overflowed la?ids, and the 
ptroceeds therefrom. 

'' The people of the state of Wisconsin^ represented in 
senate and assenihly, do enact as follows: 
''Section 1. All the provisions of law which direct 
the application and use of the swamp and overflowed 
lands of this state, and of the lands selected in lieu of 
;swamp and overflowed lands, and of the moneys received 
■on sale of such swamp and selected lands, and of the 
moneys received from the United States in lieu of swamp 
lands, for the purposes of drainage, and for supporting 
common schools, normal schools and academies, are 



ifORMAL INSTRUCTIOIS" 11^" WISCONSIN". 45 

hereby repealed, and all acts granting or offering to 
grant, or authorizing the conve3^ance of any such lands 
to aDy county, town, corporation, officer, board, or any 
person or persons, are hereby repealed, and such grants, 
offers, and authority are revoked and annulled, except 
so far as the title to such granted lands may have been 
actually diverted under such acts: j9ro?;^Wec/, that nothing 
herein contained shall impair the obligation of any con- 
tract heretofore made. 

" Section 2. All the swamp and overflowed lands 
heretofore received by this state from the United States, 
Tinder and in pursuance of an act of congress, entitled 
' an act to enable the state of Arkansas and other states 
to reclaim the swamp lands within their limits,' ap- 
proved Sept. 28, A. D. 1850, and which are now owned 
by this state, and all lands now owned by this state 
which were selected in lieu of swamp and overflowed 
lands, as authorized by an act of congress, entitled ' an 
act for the relief of purchasers and locators of swamp 
and overflowed lands,' approved March 2, A. D. 1855, 
and all moneys received from the United States in lieu of 
swamp and overflowed lands, under the provisions of the 
act of congress last aforesaid, and all moneys received by 
this state, as purchase money, for swamp and overflowed 
lands, and for lands selected as aforesaid, in lieu of 
swamp and overflowed lands, including the amounts 
loaned and invested, together with all sums of money 
due or to become due as balance of purchase money on 
contracts for the sale of such swamp lands and selected 
lands, shall, after deducting the incidental expenses 
heretofore paid from said funds, and the losses sustained 
therefrom, as near as they can be convenient!)^ ascer- 



46 HISTOEICAL SKETCH OF 

tained, be divided into two equal parts, the one part to 
be denominated ' the normal school fund,' and the other 
to be denominated ' the drainage fund.' In making the 
partition between such funds, the swamp lands and 
moneys receivable on contracts for the sale of swamp 
lands shall, as far as practicable, regard being had to 
the mode of distribution required by section six of this 
act, be set apart to the drainage fund; and the moneys 
received in lieu of and in payment of lands as afore- 
said, including the sums invested and the lands selected 
in lieu of swamp lands, and the moneys receivable on 
contracts for the sale of such selected lands, shall, as 
far as practicable, be set apart to the normal school 
fund; and for the purpose of making such partition, 
one dollar shall be taken to be the equivalent of one 
acre of such lands. 

" Section 3. All the swamp and overflowed lands 
which this state shall hereafter receive, pursuant to 
said act of congress, approved September 28th, A. D. 
1850, shall, on receipt thereof, be partitioned equally, 
by counties, between the drainage fund and the normal 
school fund, and the part known as drainage fund shall 
be set apart to the counties respectively in which such 
lands lie, to be used and applied as the other drainage 
fund belonging to such counties is, by this act, directed 
to be used and applied. And all moneys which this 
state shall hereafter receive froui the United States, in 
lieu of swamp and overflowed lands, shall, on receipt 
thereof, be equally divided between the drainage fund 
and the normal school fund ; and that part which is 
known as the drainage fund shall be distributed to the 
several counties in proportion to the number of acres 



i^ORMAL INSTRUCTIOIN" IJn" WISCOis'SIK. 4T 

of swamp lands tliereiii, and shall be used and applied 
as the other drainage fund belonging to such counties 
is, by this act, directed to be used and applied. 

'' Section 4. The land belonging to the normal 
-school fund shall be sold, and the moneys arising from 
such sales, and all other moneys belonging to that fund 
shall be invested in the same manner and by the same 
officers as now provided by law for the sale and invest- 
ment of the school fund. 

'' Section 5. The income of the normal school fund 
shall be applied to establishing, supporting and main- 
taining normal schools, under the direction and man- 
agement of the board of normal school regents: pro- 
vided, that twenty-tive per cent, of said income shall be 
annually transferred to the school fund income, until 
the annual income of the school fund shall reach the 
sum of two hundred thousand dollars." 

The remaining sections of the act relate to the 
location and division of the lands, and the application 
of the drainage fund. 

Partition of the Lands. 

Hon. G. D. Elwood, of Princeton, who had been the 
active champion of the bill in the senate, was appointed 
by the commissioners of school and university lands to 
make the division of the lands in pursuance of the pro- 
visions of the act. In their report for 1865, the com- 
missioners say: "The division was the work of great 
study and labor, occupying several months. In order 
to accomplish it faithfull}^ and correctly, according to 
the letter and the spirit of the law, we availed ourselves 
of the services of Hon. G. De Witt Elwood, to Avhose 



48 HISTORICAL SKETCH OF 

skill, iuclustry, gocd judgment and accuracy we are 
chiefly indebted for the excellent execution of the de- 
tails of the work." 

The allotment to the normal school fund was, in 
round numbers, $600,000 in cash and dues, and 500,000 
acres of land, estimated in the law at one dollar per 
acre, with other lands not yet put in market. 

Thus the board of regents started out in its new 
course with a productive fund, already in hand, of 
about $600,000, with a net annual income of over 
$30,000, with a certain increase so fast as the lands 
should be sold. 

Further Legislative Action. 

The board of regents of normal schools was incorpo- 
rated, and its various powers were fully defined, by legis- 
lative act in 1866. In 1869, the laws relating to nor- 
mal instruction were codified. In 1870, the annual 
transfer of twenty-five per cent, of the normal school 
fund income to the school fund income, as required by 
sec. 5 of the act of 1865, was stopped; and since that 
time the normal fund has remained intact, and its in- 
come has been wholly devoted to the purposes of nor- 
mal instruction, in the establishment and support of 
normal schools and teachers' institutes. 

Financial Status. 

Besides the income of this fund, there has been since 
1871, a permanent appropriation from the general fund 
of the state, of 12,000 yearly for the partial support of 
teachers' institutes. And more than 1100,000, includ- 
ing sites and buildings, has been donated by the several 



KORMAL IN^STRUCTIOK IIh" WISCOi^SIN". 4^ 

towns in wliicli the four normal schools now in opera- 
tion are located. The total productive fund on Septem- 
ber 30, 1875, was $976,364.34. The income for the year 
ending with the same date was 165,711.68, to which 
may be added over $10,000 of tuition fees from academ- 
ic pupils, etc. There were yet unsold, at the same 
date, 612,774 acres of land, which will, in time, consid- 
erably increase the fund. This fund, like all the school 
funds of the state, is under the control of a board called 
the commissioners of school and university lands, 
and composed of the secretary of state, the state treas- 
urer, and the attorney general. They have charge of 
the sale of lands, and the investment of the funds, 
vrhich is largely in the way of loans to towns, school 
districts, etc., though the state itself is the principal 
debtor to the school funds. 



50 HISTOKICAL SKETCH OF 

CHAPTER III. 

THE HISTORY OF THE SCHOOLB. 

Location and Opening of the Schools. 

After the passage of the act of 1865, it soon became 
evident that normal schools would be established at sev- 
eral points in the state; and different localities at once 
began to press their claims. 

The board of regents, after due deliberation, adopted 
the plan of locating a school, eventually, in each of the 
congressional districts of the state, of v/hich there were 
then six. They early visited and examined several of 
the competing localities and received proposals from 
them; but no decisive action was taken until February 
28, 1866, when it was voted to locate schools at White- 
water and Platte ville. A building committee was ap- 
pointed and instructed to procure plans, etc., for the 
building at Whitewater. On the 2d of May, the trans- 
fers of title to the sites, etc., were completed, and the 
building committee was instructed to proceed to the 
erection of the building. 

Proposals had been laid before the board from no less 
than sixteen cities and villages, making offers of sites 
and various amounts of money. At this meeting of 
the board. May 2, 1866, Oshkosh, Stoughton, and She- 
boygan were selected as points, in their respective con- 
gressional districts, for the opening of schools in the 
future. 



NORMAL IJ^rSTRUCTIOJ^ IN" WISCONSII^. " 51 

As the donation from Platteville included the build- 
ing and grounds of the Platteville Academy, the board 
were enabled to open that school on the 9th of October, 
in the same year. Prof. Chas. H. Allen, then in charge 
of the normal department of the University, had been 
elected Principal. 

The first normal school faculty in Wisconsin was 
constituted as follows: 

Chas. H. Allen, Principal. 

Jacob Wernli, Assistant Principal. 

Geo. M. Guernse}^, Professor of Mathematics. 

Fanny S. Joslyn, Teacher of Geography, History and 

Physiology. 
Esther M. Sprague, Principal of Model Department, 
and we shall do no wrong to add, 
Henr}^ Treganowan, Janitor. 

Mr. Wernli was a graduate of the normal school at 
W^ettingen, Canton Aargau, Switzerland, and had served 
with marked success as school superintendent of Wau- 
paca county, in this state. Mr. Guernsey had been, pre- 
viously principal of the Platteville Academy, and before 
that a professor in Milton Academy. 

During the first term, 60 pupils were enrolled in the 
normal department, 14 in the preparatory class, and 
38 in the model school. Duriug the year first following, 
there were in attendance, for some part of the year, 219 
students, exclusive of the model school. 

At the beginning of the fall term in 1867, Duncan 
McGregor, a graduate of Lawrence University, succeeded 
Mr. Guernsey as Professor of Mathematics. Mrs. Euretta 
A. Graham succeeded Miss Sprague in the Model School, 



52 • HISTORICAL SKETCH OF 

and Charles Zimmerman was employed as Teaclier of 
Drawing. 

The capacity of the building being too limited for the 
work of the school, the board had entered upon the erec- 
tion of a new building which was completed at a cost of 
about 120,000, and was opened, with appropriate ceremo- 
nies, on the 9th of September, 1868. Among the visitors 
present at the dedicatory exercises was Gren. U. S. Grrant. 

The completion of the normal school building at 
"Whitewater was greatly delayed, by various causes; 
but it was at length dedicated April 21, 1868. Prof. 
Oliver Arey, a gentleman who had achieved marked 
success in building up the Central or high-school of 
Buffalo, N. Y., and who had afterwards been at the 
head of the New York State Normal School at Albany^ 
had previously been elected Principal and was present at 
the dedication. The dedicatory exercises consisted of a 
brief historical sketch of the normal school enterprise in 
the state, by Hon. Wm. Starr, president of the board of 
regents; an address by the principal, showing what a 
normal school ought to be and do; and addresses by 
prominent educational men from various parts of the 
state, including State Superintendent A. J. Craig. Dur- 
ing this first and, as it were, preliminary term, 48 pu- 
pils were enrolled in the normal department, and 102 in 
the model school. For the second terra, which opened 
on September 1st, 1868, the enrollment was 105 in the 
normal department, and 98 in the model school. 

The Faculty at Whitewater. 
The original faculty was composed of: 
Oliver Arey, Principal and Professor of Mental and 



KOEMAL INSTRUCTIOI^r IN WISCONSIN. 53 

Moral Philosophy, and Theory and Practice of 
Teaching. 

J. T. Lovewell, Professor of Mathematics and Latin. 

Mrs. H. E. G. Arey, Preceptress and Teacher of Eng- 
lish Literature, French, and Drawing. 

Miss Emily J. Bryant, Teacher of History, Grammar, 
and Geography. 

Dr. H. H. Greenman, Teacher of Vocal Music. 

Miss Virginia Deichman, Teacher of Instrumental 
Music. 

MODEL SCHOOL. 

Miss Catharine H. Lilly, Teacher and Critic in the 
Grammar Department. 

Miss Ada Hamilton, Teacher and Critic in the Interme- 
diate Department. 

Miss Sarah A. Stewart, Teacher and Critic in the Pri- 
mary Department. 

Mrs. Arey, the esteemed and gifted help-meet of the 
principal, was a graduate of Oberlin College, and had 
become quite widely known through various literary 
labors. Prof Lovewell was a graduate of Yale College, 
and had lately been at the head of a collegiate institu- 
tion at Prairie du Chien. 

Besides the regular faculties of the two schools now 
in operation, Mrs. Anna T. Randall (Diehl), of Oswego, 
IST. Y., was employed for a time to give instruction in 
reading and elocution at both schools. 

Courses of Study Adopted hy the Board. 

Courses of study for the schools were adopted by the 
board at its meeting in June, 1868, three in number, 
viz: 



54 HISTOKICAL SKETCH OF 

I. An Institute Course of one term. 
II. An Elementary Course of two years. 
III. An Advanced Course of three years. 

The courses were essentially the same for both 
schools; but the arrangement of the specific studies was 
left to each principal for his own school, so that the 
practical workings of the courses in the two became 
somewhat different. 

The several courses were announced by the Platte- 
ville school in the following terms: 

'^ The Institute Course is designed to meet the wants 
of those teachers who, possessing the necessary scholas- 
tic acquirements, yet feel the need of professional train- 
ing. It will consist of a rapid review of the various 
subjects taught in our common schools, with lectures 
upon the best methods of teaching the same; lectures 
upon the organization, classification and government of 
schools ; and the school law. 

" The object of the Elementary Course is to fit stu- 
dents to become teachers in the common schools of our 
state, and will consist of a thorough drill in the studies 
pursued, experimental lectures on methods of instruc- 
tion, and if practicable, practice in model school. 

" The Advanced Course should fit teachers for the 
higher department of the graded schools in the state^ 
and as will be seen from the detailed statement of the 
courses of study is both thorough and practical. Stu- 
dents in the advanced course will have extended prac- 
tice in the model school, under the eye of experienced 
teachers, who will, by kindly criticisms and pointed sug- 
gestions strive to make the practice conform to the the- 
ory of instruction." 



NORMAL INSTRUCTION IN WISCONSIN. 55 

At the same meeting of tlie board, June, 1868, ar- 
rangements were made for procuring plans for a build- 
ing for the normal school which had been located at 
Oshkosh, and the contract for its erection Avas made in 
January, 1869. 

Additmts to the Faculties. 

In the fall of 1868, the following additions were made 
to the Platteville faculty: 

D. Grray Purman, Professor of English Language and 
Literature. 

A. H. Tuttle, Professor of Natural Sciences. 

J. H. Terry, Principal of Academic Department. 

At Whitewater, Dr. J. J. Brown was added to the 
faculty as Professor of Natural Sciences. Miss Cla- 
rinda D. Hall succeeded Miss Bryant in the Normal 
department; Miss Helen M. Bo wen succeeded Miss 
Lilly; and Miss Eliza Graves for a time, and after- 
wards Miss Etta Carle followed Miss Hamilton, in the 
Model School. 

First Graduating Classes at Platteville and Whitewater. 

In June, 1869, the Platteville School graduated its 
first class, in the full or advanced course. As being the 
first graduating class from a normal school in Wiscon- 
sin, their names are given, viz.: Lewis Funk, Melvin 
Grigsby, Andrew J. Hutton, Richard H. Jones, James 
Rait, Edward H. Sprague, Ella Marshall, Alvena E. 
Schroeder. 

In the summer of 1869, no changes took place in the 
Platteville faculty. At Whitewater, T. C. Chamberlin^ 
a graduate of Beloit College, and a special student at 



56 HISTORICAL SKETCH OF 

Michigan University, took tlie place of Dr. Brown as 
Professor of Natural Sciences. Miss Sarali A. Stewart 
was transferred to the Normal department as Teacher 
of Geography and History, and was followed by Miss 
Mary A. Bra3'man in the Primary department. In. 
June, 1870, the Whitewater School graduated its first 
class, six in number, whose names will be found else- 
where. A class of fifteen was graduated at Platteville. 

Changes. 

Miss Hall having resigned at Whitewater, Mr. Sam- 
uel R. Alden, a graduate of the school, was employed 
for the school year 1870-71, as Teacher of Grammar and 
Elocution, and Miss Anna W. Moody succeeded Miss 
Carle in the Academic department. The Intermediate 
department was discontinued at the beginning of this 
school year. 

Prest. Allen,* of Platteville, having resigned, the re- 
gents, in July, 1870, elected as his successor Edwin A. 
Charlton, of Auburn, N. Y. Mr. Charlton was a grad- 
uate of Dartmouth College, and had acquired an exten- 
sive and successful experience in the city high schools 
of the state of New York. At the sanie time. Prof. 
Geo. Beck, of Lockport, N. Y., a graduate of Michigan 
University, was elected Professor of Natural Sciences; 
Prof. Tuttle having resigned early in 1870. "Miss Jos- 
lyn had also resigned. Miss Eva H. Mills became 
Teacher of Geography and History, and Andrew J. Hut- 
ton succeeded Mr. Terry as Principal of the Academic 
department. 

*The title had been changed from Principal to President. 



NOKMAL IN"STRUCTIO]t!^ 11^ WISCOis'SIN'. 5T 

Completion of the Oshkosh Building — Faculty. 

The Oshkosli building was completed in the summer 
of 1870, but for lack of funds to furnish it and pay sal- 
aries, the opening of the school was delayed for another 
year. 

At a special meeting of the board of regents, held 
June 6, 1871, Geo. S. Albee, Superintendent of the Ra- 
cine City Schools, and a graduate of Michigan Univer- 
sity, was elected President of the Oshkosli School. In 
July of the same year. Prof. Robert Graham, a graduate 
of the Albany Normal School, and widely and favorably 
known as conductor of institutes for the normal board, 
was chosen as Teacher in the Normal department, and 
Director of the Model School. The original faculty at 
Oshkosli was as follov/s: 

George S. Albee, President, Teacher of Mental and 
Social Science, and School Economy. 

Robert Graham, Teacher of Reading and Music. 

D. E. Holmes, Teacher of Natural Science. 

Anna W. Moody, Teacher of Rhetoric and Mathe- 
matics. 

Mrs. D. E. Holmes, Teacher of Geography and His- 
tory. 

Martha E. Hazard, Teacher of Grammar and Physical 
Culture. 

MODEL SCHOOL. 

Robert Graham, Director. 

Maria S. Hill, Teacher in Grammar Department. 

Rose C. Swart, Teacher in Primary Department. 

The school opened, September 12, 1871, with an 
5 



58 HISTOEICAL SKETCH OF 

enrollment, in the Normal department, of forty-six 
pupils, wliicli was soon largely increased. 

The building was dedicated on the 19th of the same 
month. Addresses were delivered by Prest. Starr and 
Hons. W. C. Whitford and A. H. Weld, of the board of 
regents; Prest. Albee, of the school; State Superin- 
tendent Fallows, and several others. 

The enrollment of students for the first term was, in 
the Normal department, 97; Model School, 92; total,. 
189. 

Changes in the Other Faculties. 

In the summer of 1871, there were again some 
changes in the faculties of the other schools. At 
Whitewater, Mr. Alden was succeeded by Miss Catha- 
rine H. Lilly as Teacher of Grammar and German in the 
Normal department. 

S. S. Rockwood, late Professor of Mathematics at 
Milton College, became Principal of the Academic de- 
partment and Teacher of Elocution; and Miss S. E. Eld- 
ridge took the place of Miss Bray man in the Primary 
department. 

At Platteville, Miss Carolyn S. Adams, a graduate of 
the Wisconsin State University, succeeded Mr. Hutton 
as Principal of the Academic department; and T. J. Col- 
burn became Teacher of Yocal Music. 

The Courses of Study. 

Of the three courses of study which had been adopted 
in 1868, the first two had been virtually abolished by 
the circumstances of the schools and the inclinations of 
the students. But in the fall of this year, 1871, a 
venture was made in the shape of an institute course 



KORMAL INSTRUCTIONS" IN WISCONSIN. 59 

of six weeks. This course, if it can be called a course, 
was taken by thirty-five pupils at Whitewater, twelve 
at Platteville, and fifteen at Oshkosh. 

Tour of Board of Regents to Locate the Fourth School. 

In July, 1871, the board of regents made a tour of 
the northwestern part of the state, for the purpose of 
locating the fourth normal school, toward which they 
were now beginning to look; the action in reference 
to Stoughton and Sheboygan having been annulled. 
Of their eventful experiences in field and flood, over 
corduroy and sand plain, the time sufiiceth not to tell. 
But as a result of their tour of inspection, the fourth 
school was located at River Falls, in the St. Croix valley, 
by action of the board in January, 1872. 

Among the exercises of commencement week at 
Platteville, in 1872, was the dedication of a monument, 
raised by the school, on the school grounds, to the 
memory of Henry Treganowan, janitor of the school 
from its opening till his death. 

Changes in the Several Faculties in 1872. 

The only change in the Platteville faculty in this 
summer was the accession of Miss Emmeline Curtis to 
the charge of the Primary department in the place of 
Mrs. Graham. 

At Whitewater, Prof. Love well resigned, and was suc- 
ceeded as Professor of Mathematics by Prof. Rockwood,. 
whose place at the head of the Academic department was 
taken by Miss Martha A. Terry. Miss Mary DeLany,. 
a graduate of the school, succeeded Miss Stewart as. 
Teacher of Geography and History. 



60 HISTORICAL SKETCH OF 

At Oslikosli, Mr. and Mrs. Holmes had resigned, and 
there came into the faculty in the course of 1872: 

Henry C. Bowen, Teacher of Natural Science. 

Miss Mary H. Ladd, Teacher of Mathematics. 

Mrs. Helen A. Bateman, Teacher of Reading and 
Grammar. 

Miss Frances E. Albee, Teacher in Intermediate De- 
partment. 

At the annual meeting of the board of regents, in this 
year, 1872, the elementary course, which had been sim- 
ply a dead letter, was changed to one year in length, 
but, as before, it failed to attract the students in any 
practical way. 

The '' institute course " was again attempted in con- 
nection with the first six weeks of the fall term, with 
an attendance of 37 at Oshkosh, 26 at Whitewater, and 
4 (?) at Platteville, — a practical failure except at the 
first named school. 

This institute class, coming as it did at the time of 
year when the schools were fullest, and the tax upon 
the teaching force greatest, was found to be very incon- 
venient in the working of the schools, and was from this 
time discontinued. 

Prof. C. H. Allen, Conductor of Institutes. 

After the election of Prof. Graham to the Oshkosh 
■3*aculty, his pJace had been taken as conductor of insti- 
tutes by Prof. Chas. H. Allen, former President of the 
Platteville School, who had lately returned from the 
Pacific coast. He continued in this service from July, 
1871, till September, 1872, when he resigned to accept 
a position in the Normal School at San Jose, California, 



NORMAL IJTSTRUCTION" IN" WISCONSIN^. 61 

and Prof. Grraliam resumed the Institute work in con- 
nection with his work in the school. In January, 1873, 
the regents reorganized the Institute work, dividing the 
state into three Institute districts, and assigning one 
professor from each school to conduct Institutes in his 
own district. In pursuance of this arrangement. Prof. 
Duncan McGregor was designated as Institute Con- 
ductor for the 1st or Platteville district; and Albert 
Salisbury, a graduate of Milton College, was added to 
the Whitewater faculty, March 1, 1873, as Conductor 
for the 2d district. 

The changes in the faculties in the summer of 1873, 
were as follows: 

At Platteville, Miss Mills resigned and Miss Phila A. 
Knight became Teacher of Arithmetic and Geography. 
Mr. Chas. H. Nye became Principal of the Academic 
department, in place of Miss Adams, who was trans- 
ferred to the Normal department, as Teacher of Read- 
ing and History. 

At Whitewater, Herbert E. Copeland, a graduate of 
Cornell University, became Professor of Natural Sci- 
ences, in place of Prof. Chamberlin, who had resigned 
to accept a position on the State Geological Survey, and 
a professorship in Beloit College. Miss Annie M. 
Greene, a graduate of the school, took charge of the 
Academic department. 

In January, 1864, plans were adopted for the River 
Falls Normal School building, and the contract was 
soon after awarded for its erection. 

Change in the Courses of Study. 
At the annual meeting, in July, an important change 
was made in the Courses of Study for the schools, 



62 HISTORICAL SKETCH OF 

which may be best explained by inserting here the re- 
port of the committee on the subject, as adopted. It 
must be remembered that previously there had beea 
practically but one course, a three years' course. 

"The committee on Text-books and Course of Study 
would respectfully report that they have taken into 
consideration the question of changes in the Course of 
Study in the Normal Schools, referred to them, that 
they have conferred with the Presidents of the same, 
respecting such changes, and would unanimously 
recommend as follows: 

" That hereafter in the several Normal Schools in the 
state there shall be two Courses of Study, known re- 
spectively as the ' Elementary Course ' and 'Advanced 
Course;' that the Elementary Course shall be two years 
in length, and the Advanced Course four years in 
length ; and that the studies in the respective courses, 
and the maximum and minimum time allowed thereto, 
shall be as follows: 

^^ In the Elementary Course: Arithmetic, 30 to 40 
weeks; Elementary Algebra, 12 to 20 weeks; Geometry, 
16 to 23 weeks; Bookkeeping, 6 to 10 weeks; Reading 
and Orthoepy, Orthography and Word Analysis, 30 to 
37 weeks; English Grammar, 28 to 39 weeks; Compo- 
sition, Criticism and Rhetoric, 20 to 24 weeks; Ge- 
ography, Physical Geography, 26 to 40 weeks; Physi- 
ology, 10 to 15 weeks; Botany, 10 to 13 weeks; Natu- 
ral Philosophy, 12 to 17 weeks; United States History, 
Civil Government, 30 to 40 weeks; Penmanship (time 
undetermined); Drawing, 20 to 26 weeks; Vocal Music 
(time undetermined) ; Theory and Practice of Teaching. 

^^In the Advanced Course the studies of the first two 



NORMAL IZS'STRUCTIOK IN WISCONSIN. 63 

years shall be the same as those of the Elementary 
Course, with the addition of Latin for 20 weeks, which 
shall take the place of Rhetoric. In the Advanced 
Course the studies of the last two years shall be: 
Higher Algebra, 20 to 28 weeks ; Geometry and Trigo- 
nometry, 17 to 23 weeks; Latin, 80 weeks; Rhetoric 
and English Literature, 10 to 28 weeks; Chemical Phys- 
ics, 6 to 20 weeks; Chemistry, 12 to 23 weeks; Zoology, 
6 to 12 weeks; Astronomy, 6 to 12 weeks; Greology, 12 
to 17 weeks; Universal History, 12 to 23 weeks; Politi- 
cal Economy, 15 to 17 weeks; Mental and Moral Sci- 
ence, 20 to 30 weeks; Theory and Practice of Teaching. 

" The committee also recommended that at the close 
of the Elementary Course there shall be a thorough 
review of the studies of the last two years. 

'' The committee say that they deem it advisable to 
leave the details of the order of studies in each course, 
and the precise amount of time devoted to each study, 
to the presidents and faculties of the respective schools. 

" The committee also recommend that to the students 
who satisfactorily complete the Advanced Course, the 
regular diploma be given (provided that no such diplo- 
ma shall be given unless the applicant therefor shall 
have attained an average standing at least as high as 
that usually required in the state for a first grade 
county certificate); and to those who satisfactorily 
complete the Elementary Course, a certificate be given, 
certifying to the fact of such completion, and signed by 
the president of the school, and by the president and 
secretary of the board; and that such certificate specify 
the studies of the course; also that this certificate, after 
one year's successful teaching in the state, may be conn- 



64 HISTOEICAL SKETCH OF 

tersigned by the state superintendent of public instruc- 
tion, and have the force of a five years' state certificate. 

'' The committee further recommend that any one of 
the normal schools may have the privilege of gradua- 
ting a class from the Advanced Course at the next an- 
nual commencement without the Latin required in the 
course recommended by the committee/' 

At the same meeting the executive committee were- 
empowered to procure plans and estimates for an addi- 
tion to the building at Whitewater. 

Near the close of this meeting, Warren D. Parker, of 
the Janesville city schools, was elected President of the 
River Falls Normal School, his service to begin Septem- 
ber 1, 1875. 

In the summer of 1874, as usual, there were some- 
changes in the corps of instruction. 

Changes in the Faculties. 

Mr. D. E. Gardner, Principal of the Neenah schools, 
was added to the faculty at Platteville, as Professor of 
Mathematics and Vocal Music, Prof. McGregor becom- 
ing Professor of Theory and Practice of Teaching; and 
Miss Jennie P. Cooke was made Assistant in the Prepara- 
tory and Academic department, Miss Knight's place be- 
coming vacant. 

An Intermediate department having been opened, Miss 
Curtis took charge of that, and Miss Mary Brayman, 
formerly at Whitewater, took charge of the Primary 
department. 

At Whitewater, Mr. Garry E. Culver, a graduate of 
the school, was added as Teacher of Penmanship and 
Vocal Music, Dr. H. H. Greenman, who had done such 



KORMAL IJs'STRUCTIOK IK WISCOKSIK. 65 

excellent service in vocal music from the organization 
of the school, having resigned. 

At Oshkosh, Mr. Bowen v^as succeeded as Professor 
of Natural Sciences by Wm. A. Kellerman, a Cornell 
graduate; Miss Rose C. Swart w^as transferred to the 
Normal department as Teacher of Geography and Pen- 
manship, and was followed in the Primary department 
by Miss Martha Kidder. 

At the meeting of the board of regents in February, 
1875, the executive committee was instructed to pro- 
ceed to the erection of an addition to the Whitewater 
building, at a cost not to exceed $20,000. A discussion 
was begun at this meeting, and continued at the July 
meeting, of a project for establishing a normal college 
in connection with the State University. The matter 
was finally put over indefinitely. 

In June, 1875, the Oshkosh school graduated its 
first class, comprising eight in the advanced course and 
twelve in the elementary course. 

In the summer of 1875, the following were the 
changes in the faculties: 

At Whitewater, Mr. Copeland was succeeded as Pro- 
fessor of Natural Sciences by George R. Kleeberger, a 
graduate of the Platteville Normal School and the 
Sheffield Scientific School. Miss Eldridge was followed 
by Miss Ella A. Webster in the Primary department. 
Miss Juliette Congar supplied the place of Miss Deich- 
man as Teacher of Instrumental Music for the greater 
part of the year 1875-6. At Oshkosh, Mortimer T. 
Park, formerly of the Racine schools, became Director 
of the Model School; Miss Emily F. Webster, a graduate 
of the school, entered the Normal Faculty as Instructor 



66 HISTOKICAL SKETCH OF 

in Latin; and Miss Anna S. Clark became Teacher of 
Instrumental Music. Miss Lucy A. Noyes succeeded 
Miss Kidder in the Primary department. 

At the July meeting, the board had elected Jesse B. 
Thayer, a graduate of Milton College and Principal of 
the Menomonee schools, as Professor of Mathematics and 
Conductor of Institutes for the River Falls School. Sev- 
eral ladies were elected to the new faculty at the same 

time. 

Opening of the River Falls School. 

The building, the largest and best appointed of any 
3^et erected by the board, was dedicated September 2, 
1875. Addresses were made by Hon. Wm. Starr, Prest. 
W. D. Parker, State Supt. Searing, and Hon. W. H. 
Chandler. The school opened with a larger attendance 
than had been received by any of the other schools at 
their opening. When fairly in operation, there were 
enrolled in the normal department 104; in the model 
school, 155; total, 259. It is not unfair to assume that 
this large attendance, as compared with that of the 
older schools, at opening, indicates some advance made 
bj^ the normal school system of the state in the esteem 
and confidence of the people. The growth of the 
school through its first year has been no less satisfac- 
tory than its opening, and '^ its organization promises 
well for teachers." The names of the faculty will be 
found elsewhere. 

Resignation of President and Mrs. Arey. 

In February, 1876, President and Mrs. Arey, who 
have presided with such success over the Whitewater 
School from its organization, tendered their resignations 
to take effect at the end of the current school year^ 



NORMAL IKSTRUCTIOK IN WISCONSIN. 



67 



greatly to the regret of the school and the community. 
They leave a large mark upon the educational work of 
the state, present and future; and both pupils under 
and teachers with them will be ever the better for the 
influences of their positive and sterling characters. 

The large and fine addition to the Whitewater build- 
ing, begun in the spring of 1875, will be ready for occu- 
pancy in August next (1876), and will greatly increase 
the accommodations of the school. 

The growth of the schools in membership may be 
best seen from the following table. 

Table of Attendance at the Normal Schools. 

NORMAL DEPARTMENTS. 



School 


PlattevUle. 


White- 
water. 


Oshkosh. 


Bixer 
Falls. 


Aggregate. 


Year. 


M. 


F. 


Tot 


M. 


F. 


Tot 


M. 


F. 


Tot 


M. 


F. 


Tot 


M. 

38 
64 
146 
147 
161 
230 
300 
290 
315 


F. 

61 
79 
176 
225 
202 
362 
419 
435 
435 


Tot 


1866 67 


m 

64 
69 
77 
81 
82 
90 
83 
104 


61 
79 
81 

lor 

92 
116 

92 
112 
109 


99 
143 

150 
184 
173 
198 
182 
195 
213 
200 








9q 


1867 68 




















143 


1868 69 


77 
70 
80 

119 

105 

92 

94 


95 

118 
110 
144 
157 
157 
156 
19:2 


172 

188 
190 
221 

2;'0 

262 

248 
2i6 






.... 








^9-> 


1869 70 














373 


1870 71 




. . . • 








3fiS 


1871-72 
187iJ Ti 


71 
91 
102 
119 


lO? 
170 
166 
170 


173 

261 
268 
289 
324 


.... 






592 
719 


1873 74 


' 






725 


1874-75 
1875-76 








750 


65 


103 


168 


978 



MODEL SCHOOLS (including Academic Departments). 



1866-67 
1867-68 
1868-69 
1869-70 
1870-71 
1871-72 
1872-73 
1873-74 
1874-75 
1875-76 



68 
92 
118 
319 
112 
114 
121 
145 
168 


43 
88 
96 
106 
106 
92 
105 
127 
127 


111 
180 
214 
225 
218 
206 
226 
272 
295 
255 




















68 

92 

212 

201 

167 

2r,7 

261 
30() 
310 


43 

88 
183 
197 
1.55 
232 
269 
312 
308 


94 
82 
55 
'85 
55 
65 
54 
61 


















87 

67 
36 
42 
54 

54 


181 
173 
104 
152 
91 
97 
108 
115 






































68 

85 
106 

88 


73 

128 
143 
127 


141 
213 
249 
215 

200 






























241 















311 

180 
.395 
398 
322 
49^ 
530 
618 
618 
811 



Total in all Departinents. 



1875-76 



45: 



401 



524 



409 



1789 



68 HISTOKICAL SKETCH OF 

These figures exhibit tlie growth of the schools with 
tolerable exactness, though not with entire accuracy as 
a means of comparsion with each other ; since the line 
"between the normal and lower departments has not 
been the same in all the schools, nor always the same 
in each school. Furth(irmore, the continuity of pupils 
is not the same in all, so that Y/ith a less total enroll- 
ment there may exist a greater average attendance. 

From the table as a whole, it will be seen that, not- 
withstanding some natural fluctuations, there has been 
a constant and steady growth in the membership of the 
schools. This has taken place, moreover, cotempo- 
raneously witli a gradual increase of requirements both 
for admission and graduation. 

The last or right hand column of figures shows the 
combined attendance of all the schools; and the fact 
there shown, that during the current year there have 
been in the normal classes nearly 1,000 pupils from the 
age of sixteen upwards, indicates clearly the influence 
which the four normal schools are to exercise upon the 
schools of the state. 

Regulations for admission to the normal schools were 
adopted by the board of regents in September, 1866, 
which still remain in force and unchanged. They will 
be found in the closing chapter. 

The cost of running the schools may be easily seen 
from the following table, extending over several years 
past. The " year " of this table is not the school year, 
but the state fiscal year, which ends September 30th. 



NORMAL INSTRUCTION IN WISCONSIN. 



69 



Cost of Normal Schools. 



Year. 


Source. 


Platteville. 


Whitewater. 


Oshkosh. 


1873. 


Salaries, siipplies, etc., 
Tuition fees, 

Net co£t, 

Salaries, supplies, etc., - 
Tuition fees, 

Net cost, 

Salaries, supplies, etc., - 
Tuition fees, 

Net cost, 
Average net cost. 


$14,982 19 
3, 225 88 


$16,538 22 
2,237 36 


$17,363 13 
2, 832 55 




$11,7.56 31 


$14,300 86 


$14. 530 58 


1874. 


$19,648 61 
4,376 80 


$16,035 80 
2,310 95 


$17, 782 40 
.3,703 42 




$15,271 81 


$13,724 85 


$14,078 98 


1875. 


$14, .362 81 
4,080 14 


$16,218 59 
1,458 60 


*$21,296 95 
4, 690 52 




$10,282 67 


$14,759 99 


$16, 606 43 




$12,436 93 


$14,261 90 


$15,071 80 



Lists are appended of the instructors in the several 
schools from the beginning, and of the graduates, with 
place of residence at the time of graduation. 

THE FACULTIES — 1866-1876. 



Chables H. Allen, 
Oliver Arey, - 
Edwin A. Charlton, 
George S. Albee, 
Warren D. Parker, 



Presidents. 



Platteville, 
Whitewater, 
Platteville, 
Oshkosh, 
River Falls, 



1866-70 
1868-76 
1870-00 
1871-03 
1875-00 



Teachers. 
PLATTEVILLE NORMAL SCHOOL. 

Normal Department. 
Charles H.Allen, - - Principal, . . . „ 



Jacoh Wernli, - 
George M. Guernsey, 



Assistant Principal, 
Professor of Mathematics, 



1866-70 
1866-68 
1866-67 



Including new heating apparatus, etc. 



70 



HISTORICAL SKETCH OF 



Fanny S. Joslyn, 



Duncan McGregor, 

Charles Zimmerman, 
J). Gray Purman, 
A. H. Tuttle, 
A. M. Sanlbrd, 
Aug. Michaelis, 
Edwin A. Charlton, 
George Beck, 
Eva M. Mills, , - 
T. J. Colburn, 
Carolyn E. Adams, 
Phila A. Knight, - 
D. E. Gardner, 



Esther M. Sprague, 
Mrs. Euretta A. Graham, 
J. H. Terry, 
Andrew J. Hutton, - 
Carolyn E. Adams, 
Emmeline Curtis, 
Chas. E. Nye, 
Jennie S. Codke, 
Mary A. Brayman, 



Preceptress and Teacher of Geography, 

History, etc., - - - - 1866-70 

r Professor of Mathematics, - - 1867-74 

-! Conductor of Institutes, - - - 1S73-00 

[ Prof, of Theory and Practice of Teaching, 1874-00 

. Teacher of Drawing, - - - 1867-68 

Prof, of English Language and Literature, 1868-00 

• Professor of Natural Science, - 1868-70 

Teacher of Vocal Music, - - - 1868-71 

. Teacher of German, • - - - 1869-71 

Professor of Mental and Moral Science, 1870-00 

- Professor of Natural Science, - - 1870-00 
Teacher of Geography and History, 1870-7;i 

- Teacher of Vocal Music, - - - 1871-74 
Teacher of Reading and History, - 1873-76 

- Teacher of Arithmetic and Geography, 1873-74 
Prof, of Mathematics and Vocal Music, 1874-00 

Model School. 

- Principal Model School, - - 1866-67 
Principal Model School, - - - 1867-72 
Principal Academic Department, - 1868-70 
Principal Academic Department, - 1870-71 
Principal Academic Department, - 1871-73 
Teacher of Intermediate Department, - 1872-00 
Principal of Grammar Department, - 1873-00 
Assistant in Grammar Department, - 1874-00 
Teacher of Primary Department, - 1864-00 



WHITEWATER NORMAL SCHOOL. 



Oliver Arey, 

J. T. Lovewell, - 
Mrs. H. E. G. Arey, - 

Emily J. Bryant - 

J. J. Brown, M. D., - 
Harvey H. Greenman, 
Virginia Deichman, - 
Clarinda D. Hall, - 
T. C. Chamberlin, 
Sarah A. Stewart, 



Normal Department. 

Professor of Mental and Moral Philosophy 

and Pedagogics, - - - 1868-76 

- Professor of Mathematics, - - 1867-72 
Preceptress and Teacher of Rhetoric, 

Drawing, etc., ... - 1868-T& 

- Teacher of Grammar, Geography and His- 

tory, 1868 

Professor of Natural Sciences, - 1868-69 

- Teacher of Vocal Music, - - - 1868-74 
Teacher of Instrumental Music, - 1868-00 

- Teacher of Grammar, etc., - - 1868-70 
Professor of Natural Science, - 1869-73 

- Teacher of Geography and History, - 1869-72 



NORMAL INSTRUCTION^ IN WISCONSIN. 



71 



Samuel R. Alden, 
Catharine H. Lilly, 
Sheppard S. Rockwood, 
Mary De Lany, 
Albert Salisbury, 

Herbert E. Copeland, 
Garry E. Culver, 
Geo. R. Kleeberger, 



Catharine H. Lilly, 
Ada Hamilton, 
Sarah A. Stewart, 
Eliza Graves, - 
Helen M. Bowen, - 
Etta Carle, 
S. E. Vansickle, - 
Mary A. Bray man, 
Anna W. Moody, - 
Sheppard S. Rockwood, 
Sarah E. Eldredge, 
Martha Terry, - 
Martha I. Burt, - 
Annie M. Greene, 
Ella A, Webster, - 
Maggie E. Wicker, - 



Teacher of Elocution and Grammar, 1870-71 
Teacher of Grammar and Latin, - - 1871-00 
Professor of Mathematics and Elocution, 1872-00 
Teacher of Geography and History, - 1872-00 
Professor of History and Conductor of In- 
stitutes, - - ... - 1873-00 
Professor of Natural Sciences, - 1873-75 
Teacher of Penmanship and Vocal Music, 1874-00 
Professor of Natural Sciences, - 1875-00 

Model School. 

Teacher of Grammar Department, - 1868 

Teacher of Intermediate Department, 1868 

Teacher of Primary Department, - 1868-69 

Teacher of Intermediate Department, 1869 

Teacher of Grammar Department, - 1869 

Intermediate and Academic Departments, 1869-70 

Teacher of Intermediate Department, 1869-70 

Teacher of Primary Department, - 1809-71 

Principal of Academic Department, 1870-71 

Principal of Academic Department, - 1871-72 

Teacher of Primary Department, - 1871-75 

Principal of Academic Department, - 1872 

Principal of Academic Department, 1873 

Principal of Academic Department, - 1873-76 

Teacher of Primary Department, - 1875-00 

Teacher of Intermediate Department, - 1876-00 



Geo. S. Albee, - 

Robert Graham, 

D. E. Holmes, 

Mrs. D. E. Holmes, - 

Anna W. Moody, - 

Martha E. Hazard, - 

Mary H. Ladd, - 

Henry C. Bowen, 

Mrs. Helen A. Bateman, 

Wm. A. Kellerman, - 
Rose C. Swart, 



OSHKOSH NORMAL SCHOOL. 

Normal Department. 

- Teacher of Mental and Social Science, and 
School Management, - - - 1871-00 

Teacher of Reading and Vocal Music, and 

Conductor of Institutes, - - 1871-00 

- Teacher of Natural Science, - - 1871 
Teacher of Geography, - - 1871 
Teacher of History and Rhetoric, - 1871-00 
Teacher of Drawing and Calisthenics, 1871-75 
Teacher of Mathematics, - - - 1871-00 
Teacher of Natural Sciences, - - 1872-74 
Teacher of English Grammar and Compo- 
sition, 1872-00 

Teacher of Natural Sciences, - - 1874-00 

Teacher of Geography and Penmanship, 1874-00 



HISTORICAL SKETCH OF 



Emily F. Webster, 

Anna S. Clark, 
Mortimer T. Park, 
Henry Marin, 
Frances Taylor, 



Robert Graham, - 
Mortimer T. Park, 
Maria S. Hill, 
Rose C. Swart, 
Frances E. Albee, 
Martha Kidder, 
Lucy A Isfoyes, 



Teacher of Latin, and Assistant in Mathe- 
matics, . - - - 1875-00 
Teacher of Instrumental Music, - - 1874-00 
Teacher of Calisthenics and Book-keeping, 1875-00 
Teacher of German, - - - 1875-00 
Teacher of Drawing, - - - 1876-00 

Model School. 

Director, 1871-75 

Director, ..... 1875-00 

Teacher and Critic in Grammar Dep't, - 1871-00 

Teacher in Primary Department, - 1871-74 

Teacher in Intermediate Department, - 1872-00 

Teacher in Primary Department, - 1874-75 

Teacher in Primary Department, - - 1875-76 



RIVER FALLS NORMAL SCHOOL. 

Warren D. Parker, 1875-00 

Jesse B. Thayer, 1875-00 

Albert Earthman, 1875-00 

LucyE.Foote, 1875-00 

Laura G. Lovell, 1875-00 

Margaret Hosford, 1875-00 

Emily Weight, 1875-00 

Sophia C. Thomas, 1875-00 

Mary A. Kelly, 1875-00 

Lizzie J. Curtis, - 1875-00 



GRADUATES: 1869-76. 



PLATTEVILLE. 





Class of 1S69. 




Name. 


Residence. 


County. 


Lewis Funk, - 


- East Troy, - 


- Walworth. 


Melvin Grigsby, - 


Potosi, - 


Grant. 


Andrew Hiitton, 


- Badger, 


- Portage. 


Richard M. Jones, 


Platteville, 


Grant. 


Ella Marshall, 


- Platteville, 


- Grant. 


James Rait, 


Badger, - 


Portage. 


Alvena E. Schroeder, 


- Platteviile, 


- Grant. 


Edward M. Sprague, 


Lancaster, 


Grant. 




u,^5UK:- e ^J 



STATE IfQBMMi SCimOh OSHKOHV. 



NORMAL INSTRUCTION IN WISCONSIN. 



73 





1870. 




Name. 


Residence. 


County. 


Jacob Block, - 


- Platteville, 


- Grant. 


J. Theodore Clifton, 


Washburn, 


Grant. 


Charles E. Estabrook, 


- Platteville, 


- Grant. 


Agnes Hosford, - 


Hudson, 


St Croix. 


Henry Jane, - 


- Shullsburg, 


- La Fayetie. 


David B. Jones, - 


Mifflin, - 


Iowa. 


Ellen C. Jones, 


- Wyoming, - 


- Iowa. 


Jennie L. Jones, - 


Wyoming, 


Iowa. 


Thomas D. Jones, - 


- Mifflin, 


- Iowa. 


John W. Kerr, - - 


Platteville, - 


Grant. 


George R. Kleeberger, - 


- Shullsburg, 


- La Fayette. 


Ada M. Tyler, - . 


Platteville, 


Grant. 


William A. Walker, - 


- Platteville, 


- Grant. 


Abbie F. White, - ' - 


Lancaster, 


Grant. 


Albert Williams, 


- Mineral Point, 


- Iowa. 



18^1. 



Lemuel J. Arthur, 
Mary E. Bass, 
S. Leora Clay, 
John J. Fruit, 
Margaret Graney, 
Phebe P. Grigsby, - 
Kate McGregor, - 
Achsah Morgan, 
Clara V. Rand, 
Elizabeth M. Treganowan, 
George D. Utt, 
William H. Utt, 



Beetown, 

Platteville, 

Hudson, 

Washburr., 

Platteville, 

Potosi, 

Waupaca, 

De Soto, 

Platteville, 

Platteville, 

Platteville, 

Platteville, 



Grant. 

Grant. 

St. Croix. 

Grant. 

CTrant. 

Grant. 

Waupaca. 

Vernon. 

Grant. 

Grant. 

Grant. 

Grant. 



Eugene R. Boynton, 


- Platteville, 


- Grant. 


Dwight R. Crowel, 


Moscow, 


Iowa. 


Lou A. Falley, 


- Lancaster, 


- Grant. 


William A. Jones, 


Mifflin, 


Iowa. 


Aaron S. Newcomb, 


- Platteville, 


- Grant. 


Lydia Ruggles, - 


Hydc^s Mills, 


Iowa. 


George J. Schellenger, 


- Platteville, 


- Grant. 


Mar ilia Secor, 


Racine, 


Racine. 


6 







74 



HISTOKICAL SKETCH OF 



J 8 73. 



Name. 


Residence. 


County.. 


Charles Brandon, 


- Georgetown, 


Grant. 


Michael Joseph Casey, - 


Portage City, - 


Columbia. 


Charles Warren Lemont, - 


- Wiota, 


- LaFayette. 


Charles M. Long, 


Richland City, 


Richland. 


James Oliver Luce, - 


- Georgetown, 


- Grant. 


Joseph E. Luce, - 


Georgetown, - 


Grant. 


David E. Morgan, - 


- Spring Green, 


- Sauk. 


James William Murphy, 


Platteville, 


Grant. 


Henry David ]Sf eely, 


- Platteville, 


.. Grant. 


John J. Roche, 


Darlington, 


La Fayette. 


Silas Henry Schellenger, - 


" Platteville, 


- Grant. 


Paine T. Stevens, 


Mifflin, 


Iowa. 


Walter Thurtell, 


- Jamestown, 


- Grant. 


Nathan E. Utt, - 


Platteville, - 


- Grant. 


Edwin A. Williams, 


- Bassetfs Station, 


Kenosha, 


Ella C. Aspinwall, 


Oregon, 


- Dane. 


Nora Lois Bayley, - 


- Platteville, 


Grant. 


Carrie A. Edwards, 


Galena, Ills., 




Johanna B. George, - 


- Mineral Point, - 


Iowa. 


Ada Grindell, 


Platteville, ' - 


- Grant. 


Nellie A. Hill, 


- Platteville, 


Grant. 


Anna Potter, 


Platteville, 


- Grant. 


Ella Dora Sylvester, 


- Mifflin, 


Iowa. 


Velnia Sylvester, 


Castle Rock, 


- Grant. 


Alice E. Tracy, 


- - Platteville, 


Grant. 


Emma Watkins, 


Lancaster, 
1874. 


- Grant. 


Lewis Edward Cooley, 


- Platteville, 


- Grant. 


Will W. Girton, - 


Sandusky, 


Sauk. 


James Oettiker, 


- Belmont, - 


- La Fayette. 


John Marion Quick, 


Georgetown, - 


Grant. 


Sarah C. Bass, 


- Platteville, 


- Grant, 


Maude Hunter Goodl'ellow, 


Platteville,. 


Grant. 


Edith E. Goodrich, - 


- Platteville, 


- Grant. 


Minnie E. Henderson, - 


Patch Grove, - 


Grant. 


Ernestine E. Stevens, 


- Mifflin, 


- Iowa. 


Phebe E. Trowbridge, - 


Platteville, 
1875. 


Grant. 


Dennis J. Gardner, - 


- Platteville, 


- Grant. 


W. Fred Main, - 


Platteville, 


Grant, 



KORMAL IKSTRUCTIOK IK WISCOKSIK. 



75 



Name. 




Residence. 


County. 


William D. Washburn, 


- Platteville,' 


. Grant. 


Ellen E. Grigsby, 


- 


Potosi, - 


Grant. 


Mary A. Haw, 


- 


- Platteville, 


- Grant. 


Josie Lemon, 


. 


Beetown, 


Grant. 


Bessie Seely, - 


- 


- Elk Grove, 


- La Fayette. 


Sophia C. Thomas, 


- 


Linden, - 


Iowa. 


Lessie I. Wallace, 


" " 


- Belmont, - 
1876. 


- La Fayette. 


Charles A. Bnrlew, 


- 


Black Earth, - 


Dane. 


John W. Loof bourr( 


3W, 


- Platteville, 


- Grant. 


Alfred L. May, - 


- 


Shullsburg, 


La Fayette. 


Minnie M. Irwin, 


- 


- Beetown, - 


- Grant. 


Lillian R. Jarvis, - 


- 


Gratiot, - 


La Fayette. 


Fannie Richmond, 


- 


- Bern, 


- Green. 


Kate L. Roser, 


- 


Platteville, 


Grant. 



ELEMENTARY COURSE. 





1875. 






John Kelly, 


- Richwood, - 


- 


- Dodge. 


John W. Livingston, 


Martinville, 


- 


Grant. 


Matthew Richards, - 


- Linden, 


- 


- Iowa. 


Electa Potter, 


Platteville, 


- 


Grant. 


Mary M. Robbins, - 


- Platteville, 


- 


. Grant. 


Jennie Sims, 


Shullsburg, 
1876. 




La Fayette. 


C.Will Beers, 


- River Falls, 


. 


Pierce. 


Charles R. Evans, 


Platteville, 


- 


, - Grant. 


Henry D. Fruit, 


- Washburn, 


- 


Grant. 


George H. Millman, 


Elk Grove, 


- 


- La Fayette. 


Albert F. Smith, 


- Montfort, - 


- 


Grant. 


J. Frank Smith, - 


Fennimore, 


- 


- Grant. 


John H. Symons, 


- Laramie City, 


Wyoming Ter. \ 


John Ulrich, 


Fountain City 


, - 


- Buffalo. 


Katie E. Basye, 


- Platteville, 


- 


Grant. 


M. Emma Bingham, 


Bloomington, 


- 


- Grant. 


Hattie Gillette, 


- Hazel Green, 


- 


Grant. 


Elsie B. Hawley, - 


Gratiot, 


- 


- La Fayette. 


Julia B. Main, 


- Platteville, 


- 


Grant. 


Mary F. Neelcy, - 


Platteville, 


- 


- Grant. 


Sada L. Sims, 


- Belmont, 


- 


La Fayette. 


Estelle J. Wells, 


Gratiot, 


- 


- La Fayette. 



76 



HISTORICAL SKETCH OF 



Name. 
Samuel R. Alden, 
George M. Bowen, 
Charles L. Brockway, 
James W. Congdon, 
Andrew J. Steele, 
Mary L. McCutchan, 

William E. Anderson, 
Antoni Cajori, 
Mary W. Col ton, 
Winnie Cole, 
Sarah E. Edwards, - 
Jennie E. Fowler, 
Eva Kinney, - 
Maggie E. McTntyre, 
Dora L. O'Connor, - 
Hannah Stackpole, 

Franklin H. King, - 
Mary De Lany, 
Annie M. Greene, 
Elmina Rice, 
Helen M. Stiirtevant, 
Celia A. Taylor, - 



Walter Allen, 
Foland P. Fowler, 
James Larkin, 
William McGoorty, 
William J. Showers, 
Lyman C. Wooster, 
^arah J. Church, 
;3Iargaret E. Conklin, 
Alice Lacy, 
Marie L. Lewis, - 
Ellen F. O'Connor, - 
Xiria C. Redington, 
Ada H. Stone, 
Caroline B. Weir, 



WHITEWATER. 

1870. 

Residence. 

- Whitewater, 
Auroraville, 

- Whitewater, 
Palmyra, 

- Whitewater, 
Whitewater, - 

1811. 

- Racine, 
Fountain City, 

- Whitewater, 
Darien, - 

- East Troy, - 
East Troy, 

- Whitewater, 
Whitewater, - 

- Whitewater, 
Prairie du Chien, 

187 'i. 

- Whitewater, 
Whitewater, 

- Spring Prairie, 
Johnstown, 

- Delavan, 
Brodhead, - 

1873. 

- Geneva, 
Ripon, - 

- Whitewater, 
Eureka, 

- Madison, 
Whitewater, - 

- Whitewater, 
Lime Rock, 

- Prairie du Chien, 
Darien, - 

- Whitewater, 
Whitewater, - 

- Charlotte, Vt. 
Vernon, 



Countij. 
Walworth. 
Waushara. 
Walworth. 
Jefferson. 
Walworth. 
Walworth. 



Racine. 

Buffalo. 

Walworth. 

Walworth. 

Walworth. 

Walworth. 

Walworth. 

Walworth. 

Wal worth. 

Crawford. 



Walworth. 

Walworth. 

Walworth. 

Rock. 

Walworth. 

Green. 



Walworth. 
Fond du Lac. 
Walworth- 
Winnebago. 
Dane. 
Walworth. 
Walworth. 
Outagamie. 
Crawford. 
Walworth. 
Walworth. 
Walworth. 

Waukesha. 



FORMAL IN'STRUCTION" IJ^ WISCOKSIiT. 



77 



Names. 
James M. Allen. 
Ira M. Baell, 
Garry E. Culver, 
Stephen B. Lewis, 
Herbert C. Wood, 
Ellie K. Adams, - 
Maria Bivins, 
Clemence H. Cole, 
Alura A. Collins, 
Mary Kneel and, 
Marga-'e: Lyons, 
Fannys. Mather, 
'Jaunet E. Stewart, 
EuthE. Waxes, 1 - 
Sarah A. WeeK,' 



1814. 

Besidence. 
Randolph, 
Geneva, 
Ft. Atkinson, 
Lewiston, 
Clinton, 
Union Grove, 
Milwaukee,) 
Darien, - 
Mukwonago, 
Hartford, 
Wilmot, - 
Marke-an, 
Deiavan, - 
Elkhorn, 
Fau^Pleine, 



County. 
Dodge. 
Walworth. 
Jefferson. 
Columbia. 
Rock. 
Racine, 
Milwaukee. 
Walworth. 
Waukesha. 
Washington. 
Kenosha. 
Green Lake, 
Walworth. 
Walworth. 
Pjria e. 



Fred W. Isham, 
Kate Brennan, 
l^ettie D. Noyes, 
Ada E. Rice, 
Maggie Ray, - 
Margaret G. Vincent, 



1875 

Elkhorn, - 
Whitewater, 
Whitewater, 
Whitewater, 
Whitewater, 
Whitewater, 



Walworth. 
Walworth. 
Walworth. 
Walworth, 
Walworth, 
Walworth. 



Addison L. Ewing, - 
Ellen A Bassett, - 
Ada I. Dann, - 
Alice A. Ewing, - 
Kate A, Ketchum, 
Kittle M. Lowth, - 
Louise McTntyre, 
Mary Eliza McBeath, 
Juliette J, Redington, 



1876. 

Whitew^ater, 
Whitewater, 
Whitewater, 
Whitewater, 
Door Creek," 
Columbus, , 
Whitewater, 
Whitewater, 
Whitewater, 



Walworth, 

Walworth, 

Walworth, 

Walworth, 

Dane, 

Columbia. 

Walworth, 

Walworth, 

Walworth. 



Henry W. Brewster, 
George A, Gross, 
J. Oscar Green, - 
Levi A, Nichols, 
Charles S, Taylor, 



ELEMENTARY COURSE. 
1875 

New Lisbon, - 
- - - Merrimac, - 

Whitewater, - 
- Geneva Lake. 
Oxford, - 



Juneau, 

Sauk, 

Walworth. 

Walworth. 

Ma-quette, 



78 



HISTOEICAL SKETCH OF 



Names. 




Residence. 


County. 


John J. A. Warren, - 


. 


- Beloit, 


- Rock. 


Lyclia Cummings, 


- 


Briggsville, 


Marquette. 


Elizabeth J. Cole, - 


- 


- Darien, - - 


- Walworth. 


Celine B. Williams, ; 


•• •• 


Delavan, 
1876. 


Walworth. 


Ferdinand B. Hawes, 


_ 


- Fox Lake, - 


- Dodge. 


William D. Parker, 


- 


Watertown, 


Jefferson. 


Matthias L. Schwin, - 


- 


. Newburg, - 


- Washington. 


Emma C. Cook, - 


- 


Whitewater, - 


Walworth. 


Mary A. Gray, 


- 


. Mazomanie, 


- Dane. 


Rilla M. Johnson, 


- 


Wauwatosa, - 


Milwaukee. 


Martha Johnson, 


- 


- Greenfield, 


- Milwaukee. 


Eva Kussell, 


- 


Oconomowoc, - . 


W^aukcsha. 


Amma M. Rhoades, - 


- 


- Mukwonago, 


- Waukesha. 


Betsy L. Seward, - 


- 


Lake Mills, 


Jefferson. 


Delia F.Smith, 


- 


- Whitewater, 


- Walworth. 


Mary Wilmer, 


- 


East Troy, 


W^alworth. 


Annie J, Wyman, 


- 


- Spring Green, 


- Sauk. 




OSHKOSH. 








1875. 




John F. Burke, - 


- 


Armstrong's Corners, 


Fond du Lac. 


William M. Graham, 


- 


- Oshkosh, - 


- Winnebago. 


Edward McLoughlin, 


- 


Eldorado Mills, 


Fond du Lac. 


Hattie E. Clark, 


- 


- Trempealeau, 


- Trempeale'u. 


Margaret Hosford, 


- 


Hudson, 


St. Croix. 


Mary J. Knisely, 


- 


- Oshkosh, - 


- Winnebago. 


Eachel L. Sutton, 


- 


Columbus, 


Columbia. 


Emily F. Webster, - 


" 


- Winueconne, 
1876. 


- Winnebago. 


Bernhard R. Grogan, - 


- 


- Russell, 


- Sheboygan. 


Lillian Duties, 


- 


Racine, - - - 


Racine. 


Mellie McMurdo, - 


- 


- Hortonville, 


- Outagamie. 




ELEMENTARY COURSE. 




James Caranaugh, 


- 


Bristol. - 


Kenosha. 


Martin L. Smith, 


.. 


- Sylvania, - 


- Racine. 


Frank E. Stevens, 


- 


Bristol, - 


Kenosha. 


Henry Straks, 


- 


- Waupun, - 


- Fond dii Lac. 


Louis H. Zastrow, 


. 


Watertown, 


Jefferson. 


Alfaretta Haskell, - 


■ - 


- Oshkosh, - 


- Winnebago. 



NORMAL INSTRUCTIOJS" IK WISCOKSIK. 



Names. 




Residence. 


Lizzie Rait, 


» 


Badger, - 


Hattie M. Spence, 


- 


- Somers, 


Clara Wagner, 


" 


Oshkosh, 
1876. 


Charles Aiigell, 


- 


- Oshkosh, . 


Leonard W. Gammons, - 


Middleton, 


Eugene J. Marsh, 


- 


- Poynette, 


WiHiam F. Scott, - 


- 


Stevens Point, 


Carey Thomas, 


- 


- De Pere, 


Aimee Bell, 


- 


Oshkosh, - 


Sarah Carter, - 


- 


- Sherwood, 


Nettie G. Freeman, 


- 


Oshkosh, - 


Lucy Moors, - 


- 


- Kenosha, 


Emma Sabin, 


- 


Windsor, - 


Ilelen Sizer, - 


- 


- Eosendale, 


Elizabeth Svewart, 


" 


Barton; 


Anna Stewart, 




- Barton, - 

SUMMARY. 


Full Course. 


Elen 
riatteville. 


Gentlemen, 


- 


- 50 Gentlemen, 


Ladies, 


_■ 


45 Ladies, 



County. 
Portage. 
Kenosha. 
Winnebago. 



Winnebago, 

Dane. 

Columbia. 

Portage, 

Brown. 

Winnebago 

Calumet. 

Winnebago. 

Kenosha, 

Dane. 

Fond du Lac. 

Washington. 

Washington. 



Elementary Course. 



Total 



Total, 



22 



Gentlemen, 
Ladies, 

Total, . 



Whitewater. 

■ 21 Gentlemen, 
45 Ladies, 



66 



Total, 



Gentlemen, 
Ladies, 

Total, - 



OsJthosJi. 

4 Gentlemen, 
7 Ladies, 



11 



Total, 



22 



Gentlemen, 
Ladies, 



Aggregate. 

75 Gentlemen, 

97 Ladies, 



30 



Total, 



172 



Total, 



Grand total in both courses. 



80 HISTOKICAL SKETCH OF 

CHAPTER IV. 

TEACHERS' INSTITUTES. 

Work Done hij Siipt. A. P. Ladd. 

The Teacliers' Institute made its first appearance in 
Wisconsin in connection with the official career of 
Azel P. Lacld, the second state superintendent of public 
instruction. He came into office January 1, 1852, and 
in the session of the legislature which immediately fol- 
lowed, he procured the passage through one house of a 
bill giving state aid to what he called "Temporary 
Normal Schools," but failed in the other house. Not- 
withstanding this failure in the legislature, Supt. Ladd 
held these ^temporary normal schools or institutes, in 
person, in various parts of the state during the two 
years of his administration, pursuing the work under 
all the many difficulties attendant upon such work in a 
newly settled and undeveloped country. 

In his report at the end of his first year of office, he 
presented the matter again to the incoming legislature, 
asking for aid, but, as before, without success. In his 
report for 1853, he amplifies his previous arguments, 
saying, among other things: "There are in the state 
not less than from five to six thousand persons engaged 
a portion or all of the time in the business of teaching. 
* * To mitigate the disadvantages arising from the 
engagement of a number of persons so diversified in 
qualifications and character, I have adopted the system 
of holding temporary normal schools, for their instruc- 



NOEMAL INSTRUCTION IN WISCONSIN. 81 

tion in the branches of science and the art of teaching. 
These schools have been thus far conducted under 
manifold embarrassments, without legal provision for 
their organization, or means for their support. =i^ * I 
am satisfied that they have been of practical utility, 
and that great good would result from their incorpora- 
tion into one general plan of public instruction. "^ * 
Even the most accidental meeting of two intelligent 
teachers, and the consequent interchange of sentiment, 
is seldom unfruitful of mutual benefit. When large 
numbers meet for culture and instruction, the benefit 
must be proportionately increased." 

Surely these are good ideas and well put; and con- 
sidered in the light of their time and place they seem 
nothing less than remarkable. 

Supe ndent Barry^s Administration. 

In the spring of 1856, Superintendent A. C. Barry 
announced a series of '^ Educational Conventions '^ 
throughout the state, of two days' duration each, to be 
addressed by himself and others, and to also comprise 
discussions upon educational affairs; but they were not 
intended for teachers especially, and can not be called 
teachers' institutes. But from a notice issued by Supt. 
Barry, in August of the same year, it would seem that 
teachers' institutes were not unknown, and that they 
were sometimes held under the auspices of the county 
teachers' associations which existed in many of the 
counties at tbat time, and which have, to some extent, 
been superseded by the county inslitutes of the present 
system. In the notice just alluded to, some practical 
suggestions are given for the management of the in- 
stitutes, and the following gentlemen are named as 



82 HISTORICAL SKETCH OF 

" well qualified to take charge of the institutes, and con- 
duct them properly," viz.: '' Jno. G. McMynn, of Ra- 
pine; Jno. G. McKindley, Kenosha; Dr. Jas. H. Mag- 
offin and 'A. A. Griffith, Waukesha; J. L. Pickard, 
Platteville; W. C. Dustin, Beloit; H. W. Collins, Janes- 
ville; A. C. Spicer, Milton; W. VanNess, Fond du 
Lac; W. P. Bartlett, Watertown; J. E. Munger, Wau- 

pun; A. Pickett, Oshkosh; Abbott, Portage City; 

D. Y. Kilgore, Madison." Prof. Webster and H. B. 
Coe, of Racine, and W. H. H. Webster, of Elkhorn, were 
also named as eminently qualified to instruct in vocal 
music. As no state aid was furnished, the teachers had 
each to pay a fee for the remuneration ot the conductor, 
etc. Supt. Barry also urged upon the legislature the 
need of some appropriation for institute work, but with- 
out success. 

The Act of 1857 — Dr. Barnard. 

Though the act of 1857 established a fund for the en- 
couragement of normal instruction, no immediate ben- 
efit accrued from it to the teachers' institutes. It was 
not until the advent of Dr. Barnard, in 1859, that the 
board of normal regents undertook the improvement 
of the teaching force of the state, through the agency 
of institute work. 

In the fall of 1859, an institute campaign was organ- 
ized and carried out, in which institutes were held as 
follows: 





Members. 




Members. 


Elkhorn, - 


- 175 


River Falls, - - - 70 


Sheboygan, 


65 


Eau Claire, 


31 


Waupun, - - - 


- 120 


Baraboo, - 


- 125 


Appleton, 


75 


Milton, - 


- . - 325 


Mineral Point, 


- 67 


Kenosha, - 


- lOO 


Richlaud, - ^ 


60 


Beloit, - 


150 


Galesville, - - - 


- 40 


Madison, - 


- 120 



KORMAL IIS'STRUCTIO]:^ IIS" WISCOis'SIN'. 83 

Fourteen sessions, with 1,438 members; besides 
wliicli, sessions of two days or more were held at La 
Crosse, Oshkosh, Palmyra, Waukesha, and Milwaukee. 

At most of these, Dr. Barnard delivered addresses. 
The daily work was performed by other gentlemen 
brought into the field from the workers of the state, 
and from the East. Among them were Professors John 
Ogden, of Ohio; Fordyce H. Allen and Chas. H. Allen, 
of Pennsylvania; C. E. Hovey, of Illinois; Francis T. 
Russell and Wm. S. Baker, of Connecticut; Jno. Gr. 
McMynn, A. J. Craig, and others, of this state. 

In the spring of 1860, twenty institutes were held, 
with an enrollment of 1,184. Most of these were con- 
ducted by Prof. Chas. H. Allen, who became Dr. Bar- 
nard's assistant in the agency of the normal board. 
Work was done also by J. Gr. McMynn, T. J. Connatty, 
A. Pickett, John Ogden, of Ohio, and J. Eberhart, of 
Chicago. In this season an institute of four weeks was 
held at Madison, under the conduct, for the first two 
weeks, of Dr. A. D. Lord, of Columbus, Ohio. 

In the fall of 1860, nineteen institutes were held, 
mostly by Prof. Allen, with about the same attendance 
as in the spring series. 

Institute Work Temporarily Abandoned by the Normal 
Board. 

Institutes were also held by Prof. AUeu, in the spring 
and fall of 1861; but the coming on of the war weak- 
ened and embarrassed all educational enterprises; 
the act establishing the county superintendency, which 
went into operation in 1861, placed the duty of holding 
institutes upon, the county superintendents; and for 



84 HISTORICAL SKETCH OF 

these, and perhaps other reasons, the board of normal 
regents abandoned the institute work. 

But the superintendents, called to a newly estab- 
lished office, left with no provision for assistance from 
without, and not prepared by education or experience 
for so peculiar a work as the conducting of institutes, 
could not have been expected to carry on the well-be- 
gun work. But something continued to be done. 
Prof. Sill, of Michigan, did some institute work in 
Wisconsin in the fall of 1862, as did Prof. J. C. Pick- 
ard and others of our home force. 

The Work Besiimed by the Board. 

In the fall of 1864, the Institute work was resumed 
by the normal regents. Col. J. G. McMynn was put 
into the field as the agent of the board, but soon be- 
came state superintendent; and the county superin- 
tendents were again thrown upon their own resources. 

In 1867, the board adopted the plan of paying neces- 
sary expenses of institutes, leaving the county superin- 
tendents to find their own conductors as before. Bub 
in the fall of 1868, Capt. Robert Graham was employed 
as the agent of the board, for conducting institutes, and 
entered vigorously upon that work, which he has con- 
tinued, with slight interruption, till the present time 
and to which the public education of the state is so 
greatly indebted. But of course one conductor could 
not reach all the counties, and the board continued the 
policy, where Mr. Graham was unable to go, of paying 
expenses, to the limit of fifty dollars for each institute. 
Under this arrangement, Mr, A. J. Cheney, of Wal- 
worth county, was employed to conduct a number of 
institutes in the fall of 1868 and in 1869. 



KOEMAL INSTRUCTION" IN WISCONSIN. 85 

Mr. Graham contiiiiied to act as tlie institute agent of 
the board of regents until his entrance into the faculty 
of the Oshkosh School in 1871. 

As elsewhere stated, he was, for a time, succeeded in 
the institute work by Prof. Chas. H. Allen, who had 
been so honorably connected with the same work in 
earlier years. In the fall of 1872, Prof Allen resigned 
to accept a position in California, and tlie institute work 
was resumed by Prof Graham in connection with his 
school duties. 

New Departure in tlie Institute Work. 

In the summer and fall of 1871, in pursuance of an 
act whose passage had been procured at the previous 
session of the legislature, a series of institutes of four 
or more weeks in duration was inaugurated, in addition 
to the previous work. For the support of these, a per- 
manent appropriation of $2,000 per annum was put at 
the disposal of the board of normal regents, from the 
general fund of the state. 

To supply the demand thus created for institute 
workers, many of the principals of high schools, and 
others, were called into the field in August of each year, 
and at other available times, as conductors of the nor- 
mal institutes, as these long-term institutes were called 
by waj^ of distinction. 

The connection of Prof Graham with a regular fac- 
ulty, the resignation of Prof Allen in 1872, and the 
growing demands of the work, made some new provision 
imperative. After some previous discussion of the 
matter, the board of regents, near the last of January, 
1873, took a new departure by which the institute work 



86 HISTOKICAL SKETCH OF 

of the state was still further enlarged, and more 
throughly systematized. The present system, which 
will be more thoroughly set forth in the closing chapter j 
was then entered upon, the state being divided into dis- 
tricts and a conductor permanently detailed from each 
of the normal school faculties to do institute work at 
the proper season of the year. 

This action, t(3gether with the previous establishment 
of the so called normal institutes, brought so many new 
and occasional workers into the field that some measures 
were made necessary to secure unity and system in the 
work. 

hiauguration of the Conductors' Meeting. 

Accordingly, at the instance of Prof. Graham, who 
has always been not only primus inter pares but facile 
princeps among the district conductors, a meeting of 
institute conductors was called at Sparta in July, 1873, 
in connection with the meeting of the State Teachers' 
Association. There, under the direction of Prof. Gra- 
ham, was held a Conductors' Institute of one week, the 
first meeting of the kind, it is believed, that ever con- 
vened. None who participated in that meeting will 
ever forget either the quality or the quantity of the 
work performed. As a first result of the meeting, a 
syllabus or course of study for normal institutes was. 
promulgated, which receives revision, from year to year 
by the annual conductors' meeting, this having become 
at once one of the institutions of the state. 

The regular Institute Conductors, as designated in 
1873, are: 

1st District, Duncan McGregor, of Platteville. 

2d District, Albert Salisbury, of Whitewater. 



KORMAL INSTRUCTIONS" li^ WISCON"SI]S". 8T 

3cl District, Robert Graham, of Oslikosli. 

For the 4:th District, Jesse B. Thayer, of River Falls, 
was appointed in the summer of 1875. 

Beside these, as has been said, other gentlemen are 
put into the work in August of each year, and occa- 
sionally at other times of year. Prominent among 
these have been Alex. F. North, A. J. Hutton, 0. R. 
Smith, C. F. Yiebahn, Hosea Barns, Albert Earthman, 
Rev. A. 0. Wright, I. N". Stewart, E. H. Sprague, and 
many others. And thus, as a result of the gradual de- 
velopment of the institute work in extent and thorough- 
ness, a home corps of conductors has been trained up, 
under the law of natural selection, as it were, who have 
rendered no little service to the educational work of the 
state. 

In the summer of 1875, Hon. John H. French, LL. D., 
of Vermont, was employed for two or three months in 
institute work in this state. He visited a large number 
of the institutes, lecturing and working a few days in 
each. 

In July, 1875, a new division of the state into insti- 
tute districts was made, on account of the opening of 
the River Falls School. The districts are now as fol- 
lows: 

Dist. No. 1. — Prof. R. Graham, Oshkosh, Conductor. 

Counties. — Sheboygan, Fond du Lac, Green Lake, 
Waushara, Winnebago, Calumet, Manitowoc, Kewau- 
nee, Door, Brown, Outagamie, Waupaca, Portage^ 
Oconto, Marathon, Shawano, Lincoln, Taylor — 18. 

Dist.No.2. — VYol D. McGregor, Platteville, Con- 
ductor. 

Counties. — Grant, La Fayette, Iowa, Crawford, Ver- 



HISTORICAL SKETCH OF 



non, Richland, Sauk, Dane, Marquette, Adams, Juneau, 
Wood— 12. 

Dist. No. 3. — Prof. A. Salisbury, Whitewater, Con- 
ductor. 

Coimties.— Racine, Milwaukee, Walworth, Wauke- 
sha, Jefferson, liock. Green, Columbia, Dodge, Wash- 
ington, Kenosha, Ozaukee — 12. 

Dist No. 4.— Prof. J. B. Thayer, River Falls, Con- 
ductor. 

Counties. — Polk, St. Croix, Pierce, Chippewa, Pepin, 
Eau Claire, Dunn, Buffalo, Trempealeau, Jackson, Clark, 
La Crosse, Monroe, Ashland, Douglas, Bayfield, Bur- 
nett, Barron — 18. 

The extent of the work since 1870, may be imperfect- 
ly seen from the table here appended. 

Imperfectly, since the negligence of the county su- 
perintendents and conductors in making their reports 
has occasioned omissions and somewhat of confusion in 
the statistics of almost every year, as published by the 
state superintendent. It may be said here, that a new 
S3^stem of reports from institutes was adopted in 1875, 
which it is to be hoped will result in greater uniformity 
and accuracy. 

INSTITUTE STATISTICS. 





Year. 


J^o. 


of Institutes. 


M umber 
Enrolled. 




One 
Week. 


2 to 4 or 

more 
Weeks. 


Total. 


1870-1 - 


- - - - 






49 
56 
63 
54 

57 


3,016 


1871-2 
1872-8 - 
1873-4 
1874-5 - 


43 
40 
34 
34 


13 
23 
20 
23 


3.122 
3,697 
3, 731 
3, 760 


Total, 






279 


17,326 











NORMAL INSTEUCTIOi^ m WISCONSIN. 89 

CHAPTER Y. 
THE BOARD OF REGENTS. 

''The Board of Regents of Normal Schools of Wis- 
consin " was constituted by the act of 1857, and consists 
of two ex officio and nine appointed members. The 
nine are appointed by the governor by and with the 
approval of the senate. Their term of ofl&ce is three 
years and until their successors are appointed and con- 
firmed; and they are divided into three classes so that 
the term of office of one class expires each year. The ex 
officio members are the governor of the state and the 
superintendent of public instruction. The officers of 
the board are a president, vice president and secretary, 
who are elected each year. 

The board holds two regular meetings each year, the 
annual meeting, required by law, on the second Wed- 
nesday of July, and the semi-annual meeting, at the 
call of the president, in January or February. 

Special meetings may be called by the f)resident of the 
board or governor, on petition of any three members. 

The board is a body corporate, and has full control 
and direction of the locating, building, supplying and 
operating the schools, of the school property, and of 
the income of the normal school fund; but not of the 
fund itself, which is under the control of the " com- 
missioners of school and university lands." The mem- 
bers of the board receive no compensation for their 
services except for " specific service rendered under the 
7 



90 HISTOEICAL SKETCH OF 

direction of the board, other than attending the meet-- 
ings thereof," and actual expenses in attending the 
meetings or performing other service directed to be per- 
formed. 

The president of the board is required to make an 
annual report to the superintendent of public instruc- 
tion, giving a detailed account of the doings, expendi- 
tures, etc., of the board. 

The state treasurer is ex officio treasurer of the board. 
By custom and tlie force of circumstances, some mem- 
ber of the board must be a resident of each locality 
where a school is situated, in order that the business 
affairs of the schools may be properly attended to. 

The Original Memhersliif of the Board. 

The original board was appointed by Gov. Coles Bash- 
ford in 1857, and consisted of the following members: 
Edward Cooke, J. G. McKindley, A. C. Spicer, Alfred 
Brunson, Noah H. Virgin, J. J. Enos, S. A. Bean, M. 
P. Kinney, and D. Y. Kilgore. 

The first meeting was held in the assembly chamber, 
at Madison, on July 5th, 1857, when the oath of office 
was administ(?red by Associate Justice A. D. Smith, of 
the supreme court. The officers elected were: 

Rev. Martin P. Kinney, of Bacine, President. 

Dr. Edward Cooke, of Appleton, Vice President. 

D. Y. Kilgore, of Madison, Secretary. 

This board proceeded with its duties through the re- 
mainder of the year, though the members had been ap- 
pointed after the adjournment of the legislature, and so 
not confirmed. 

January 28, 1858, their names were sent to the senate. 



l^QRMAL IKSTRUCTIOK IIS" WISCOiTSIN". 91 

for confirmation, by Gov. A. W. Randall. On February 
12, the senate proceeded to confirm the appointments 
individually; but after several had been thus confirmed, 
the whole matter was reconsidered, and the entire list 
was returned to the governor w^ith the information that 
the senate refused to confirm, on the ground that the 
members were not properly distributed throughout the 
state. Perhaps there was some other reason back of 
that. 

On February 25, 1858, Gov. Randall nominated an 
entirely new board, as follows: 

Terms expire Jan. 1 J 1859. — C. C. Sholes, Kenosha 
County; Julius T. Clark, Dane County; L. H. Cary, 
Sheboygan County. 

Terms expire Jem. 1, 1860. — John Hodgson, Wauke- 
sha County; Jas. H. Howe, Brown County; Hanmer 
Robbins, Grant County. 

Terms expire Jan. 1, 1861. — Silas Chapman, Milwau- 
kee County; 0. T. Maxson, Pierce County; Wm. E. 
Smith, Dodge County. 

All were confirmed by the senate March 3, 1859. 

The new board held its first meeting at Madison, 
March 25, 1858, and organized by the election of C. C. 
Sholes, of Kenosha, as President; Wm. E. Smith, of 
Fox Lake, Vice-President; and Julius T. Clark, of Mad- 
ison, Secretary. 

Messrs. Howe and Hodgson did not enter into the 
work of the board but soon resigned, and their places 
were filled by two of the original board which had been 
, appointed by Gov. Bashford, viz., Dr. Edward Cooke, af 
Appleton, and Sidney A. Bean, of Waukesha. 

The following gentlemen have been members of the 



92 



HISTORICAL SKETCH OF 



board at some time since the rejection of the original 
nine: 

MemhersJiip of the Board of Regents. 



Gov. A. W. Raudali, - 


- 


- ex officio. 


. 


1858-62 


State Supt. L. C. Draper, 


- 


ex officio, - 


- 


1858-60 


C. C. Sholes, 




- Kenosha, 


. 


1858-67 


Julius T. Clark, - 


- 


Madison, 


. 


1858-67 


Luther H. Gary, • - 




- Greenbush, 


. 


1858-62 


John Hodgson, 


- 


Waukesha, - 


- 


1858 


Dr. Edward Cooke, 




- Appleton, 


. 


1859 


Jas. H. Howe, 


- 


Green Bay, - 


. 


1858 


Hanmer Robbins, 




- Platteville, 


. 


1858-72 


Silas Chapman, 


- 


Milwaukee, 


- 


1858-67 


0. T. Maxson, - 




- Prescott, 


. 


1858-64 


Wm. E. Smith, 


. - 


Fox Lake and Milwaukee, 


1858-76 


Sidney A. Bean, 




- Waukesha, 


. 


1859-63 


Jacob West, 


- 


Evansville, ■ 


. 


1860 


State Supt. J. L. Pickard, 




- ex officio. 


. 


1860-64 


Edward Daniels, - 


- 


Ripon, 


- 


1860-63 


Gov. Louis P. Harvey, 




- ex officio, 


Jan. 5, to April 19, 1862 


Rev. J. I. Foote, - 


- 


Footeville, - 


- 


1862-65 


Gov. Edward Salomon, 




- ex officio. 


. 


1862-64 


Gov. James T. Lewis, 


- 


ex officio. 


- 


1864-66 


State Supt. J. G. McMynn, 




- ex officio, 


. 


1864-68 


Wm. Starr, - 


- 


Ripon, 


- 


1864-00 


Jno. E. Thomas, 




- Sheboygan Falls, 


1894-70 


George Griswold, - 


. 


Columbus, 


- 


1864-66 


S. A. White, 




- Whitewater, 


1865-70, 1874-00 


Gov. Lucius Fairchild. 


- 


ex officio. 


- 


1866-72 


Henry Kleinpell, 




- Sauk City, - 


- 


1866-67 


Henry Lines, 


- 


Oshkosh, 


. 


1867-70 


Nelson Williams, 




- Stoughton, 


- 


1867-70 


Rev.Wm. C. Whitford, - 


- 


Milton, 


- 


1867-75 


State Supt, A. J. Craig, 




- ex officio, - 


- 


1868-70 


Allen H. Weld, - 




River Falls, 


. 


1868-00 


T. D. Weeks, 




- Whitewater, 


- 


1870-74 


Jas. I. Lyndes, 


- 


La Crosse, 


. 


1870-76 


Samuel Gary, 




- Oshkosh, - 


- 


1870-74 


State Supt. Samuel Fallows 


, 


ex officio, 


- 


1870-74 


W. H. Chandler, 




- Sun Prairie, 


- 


1871-00 


Gov. C. C.Washburn, - 


- 


ex officio. 


. 


1872-74 


J. H. Evans, 


- 


- Platteville, 


- 


18r2-00 


-Gov. Wm. K. Taylor, 


- 


ex officio. 


. 


1874-76 



NORMAL INSTRUCTION" IN" WISCONSIN. 93 



State Supt. Edward Searing, - 


. ex officio, ' 


- 


1874-00 


Chas. A. Weisbrod, 


Oshltogh, 




■ 1874-76 


P. W. Cotzhauyen, 


- Milwaukee, - 


- 


1875-00 


Gov. Harrison Ludington, 


ex officio. 




1876-00 


John Pliillips, - 


- • Stevens Point, 


- 


1876-00 


S. S. Sherman, _ . - 


Milwaukee, 


- 


1876-00 



Special Mention of Prominent Members. 

Special mention can be made of only a few of the 
more active and useful workers. Of the ex officio mem- 
bers, the state superintendents have been, from the na- 
ture of the case, uniformly active and intelligent regents ; 
and none more so than the present incumbent, Hon. 
Edward Searing, 

Of the governors, most have not identified themselves 
at all with the work of the board; but His Excellency, 
Lucius Fairchild, will be long remembered as one of the 
most energetic, wise, and useful friends of normal schools 
in or out of the board. 

C. C. Sholes was president of the board from 1858 till 
his death, Oct. 5th, 1867. 

The following from the resolutions adopted by the 
regents shortly afterward, but express the simple truth: 

^' Resolved, That by the death of the Hon. C. C. Sholes, 
the president of the board since its organization in 1858, 
the state has lost one of its most honored citizens, and 
the cause of education a sagacious and devoted friend. 

^' Resolved J That by his patriotic devotion to the wel- 
fare of his countiw, he has associated his name with the 
development of the material and educational interests of 
the northwest, and left his impress upon every enter- 
prise calculated to promote the prosperity of our own 
state. 

'^ Resolvedj That to his forecast, energy and influence, 



94 HISTOKICAL SKETCH OF 

our normal school system is largely indebted for its 
present and prospective influence. 

'^ Resolved, That the members of this board retain a 
vivid recollection of his ability and courtesy as a presid- 
ing officer, and of his uniform courtesy towards all asso- 
ciated with him." 

Silas Chapman, of Milwaukee, was the efficient sec- 
retary of the board for nearly nine years. Hon. Wm. 
Starr has been president of the board since the death of 
Mr. Sholes in 1867, and has proved himself a member 
and officer no less devoted and valuable than his prede- 
cessor. Hon. Wm. E. Smith was for some years the 
senior member, having been a regent for eighteen con- 
secutive years, and for many years vice-president of the 
board. Especially prominent in connection with all the 
work of the regents, is Hon. WiUard H. Chandler, 
whose energy and sagacity have done much to give the 
institute work of the state its present standing. Hons. 
Wm. C. Whitford and A. H. Weld, with the several 
state superintendents, have worthily represented the 
teacher's profession in the membership of the board. 

The several "local" or resident regents have always 
held a large share of the labor and business responsibil- 
ity of the board. Of these, regents Robbins, White, 
and Evans have been most prominent. 

Present Organization of the Board. 

The board, in its present organization, works through 
the following standing committees, viz; 

Executive Committee. 
Committee on Finance. 
Committee on Teachers. 



KOKMAL INSTRUCTION IK WISCONSIN. 95 

Committee on Institutes. 

Committee on Supplies. 

Committee on Course of Study and Text Books. 

Committee on Visitation. 

Committee on Senior Classes. 

The present officers of the board are: 

Hon. Wm. Starr, President. 
Hon. S. A. White, Vice President. 
Hon. Edward Searing, Secretary. 
Hon. Ferd. Kuehn, ex officio^ Treasurer. 

Of late years it lias become the custom to make the 
superintendent ot public instruction, secretary of the 
board and chairman of the committee on institutes, thus 
the better enabling the board to do its institute work 
through the office of the state superintendent. 

The committee on supplies is composed of the four 
resident regents. 

The president of the board heads the committee on 
teachers and the executive committee, which is also the 
building committee. 



96 HISTOKICAL SKETCH OF 

CHAPTER yi. 
THE PRESENT SYSTEM. 

For the convenience of those not familiar with the 
details of the present system of normal instruction in 
Wisconsin, and not interested in its past history, an 
attempt is here made to give a concise account of the 
matter in its present status. This will involve the rep- 
etition of some statements already made, while others 
have heen reserved for this place, which might naturally 
enough have been given in other connections. 

The normal instruction of the state is under the gen- 
eral control of the board of regents, of which some 
account is given in the preceding chapter. This board 
has at its disposal the income of an already productive 
fund of nearly one million dollars, with a certain pros- 
pective increase. The annual income from all sources, 
including tuition fees from pupils not of the normal 
departments, is now about seventy-five thousand dollars. 

The Normal ScJiooIs. 

There are now in operation four well-equipped nor- 
mal schools, for which the sites, and in great part the 
buildings also, were donated by the towns in which 
they are located. 

The whole instructional force of these schools now 
consists of nineteen male and twenty-eight female 
teachers — forty-seven in all — including the four pres- 
idents. 




l/Til-v/aiikse litK tEi q- Co 

STATE N'ORMATi SCHOOL, FIiATTEVniJM. 



KORMAL INSTRUCTION- IN WISCONSIN. 97 

The presidents receive a salary of $2,500 per annum; 
the professors, $1,500; and the lady teachers, from |600 
to $1,000. One professor in each of the schools re- 
ceives an additional compensation as conductor of insti- 
tutes. . 

Connected with each school is a model school, a school 
of observation and practice, consisting of three depart- 
ments, primary, intermediate and grammar or academic, 
each being in charge of a competent teacher and critic. 

Students are admitted to the schools in accordance 
with the following rules, adopted by the board of re- 
gents in 1866: 

" 1. Each assembly district in the state shall be enti- 
tled to six representatives in the normal school, and in 
case vacancies exist in the representatives to which any 
assembly district is entitled, such vacancies may be 
filled by the president and secretary of the board of re- 
gents. 

" 2. Candidates for admission shall be nominated by 
the superintendent of the county (or if the county su- 
perintendent has not jurisdiction, then the nomination 
shall be made by the city superintendent) in which such 
candidate may reside, and shall be at least sixteen years 
of age, of sound bodily health and good moral charac- 
ter. Each person so nominated shall receive a certifi- 
cate setting forth his name, age, health and character, 
and a duplicate of such certificate shall be immediately 
sent by mail, by the superintendent, to the secretary of 
the board. 

" 3. Upon the presentation of such certificate to the 
president of a normal school, the candidate shall be ex- 
amined, under the direction of said president, in branches 



98 HISTOKICAL SKETCH OF 

required by law for a third grade certificate, except His- 
tory and Theory and Practice of Teaching, and if found 
qualified to enter the normal school in respect to learn- 
ing; he may be admitted, after furnishing such evidence 
as the president may require, of good health and good 
moral character, and after subscribing the following 
declaration : 

" I, , do hereby declare that my purpose in 

<^ntering this state normal school is to fit mj^self for the 
profession of teaching, and that it is my intention to 
engage in teaching in the public schools in this state. 

'' No person shall be entitled to a diploma who has 
not been a member of the school in which such diploma 
is granted, at least one year, nor who is less than nine- 
teen years of age; but a certificate of attendance may 
be granted by the president of a normal school to any 
person who shall have been a member of such school for 
one term, provided, that in his judgment such certificate 
is deserved." 

Students unable or unwilling to comply with the 
above conditions may be received as " academic " pupils 
at a tuition of fifty cents per week. The number of 
such pupils applying is relatively small. 

Pupils in the Model School pay tuition as follows: in 
the Grammar department, 50 cents per week; Inter- 
mediate department, 40 cents; Primary department, 30 
cents. 

An ample text-book, as well as reference, library is 
possessed by each of the schools; and all needful books 
are furnished to the pupils at a rental, in the Normal 
department, of one dollar per term. The plan works 
admirably, and the book rent easily keeps the text-book 
libraries in full supply. 



KORMAL INSTRUCTION" IN WISCONSIN. 99 

The enrollment of students in all the schools for the 
current school year, so far as can now be ascertained is, 
in the Normal departments, 978; in the Model Schools, 
811; total, 1,789. 

The average ratio of male pupils to female, in the 
Normal departments, from the opening of the schools, 
is that of 2 to 3. 

The oldest of the schools, Platteville, has now been 
in operation ten years; the newest, River Falls, one 
year. 

There are two courses of studj^ — the advanced course 
of four years, which includes two and a half years of 
Latin with the scientific and mathamatical studies; and 
the elementary course of two years, reaching as high as 
Higher Algebra, Rhetoric and Botany. Professional 
instruction enters largely into both courses. The work 
in the model schools also conforms to a definite course 
of study. 

The dormitory system is wholly eschewed, and pupils 
board in the best of private families, but under all 
necessary supervision. 

Literary societies are maintained by the students, as 
in other higher institutions. 

The normal schools of Wisconsin have no ear for the 
claim that professional and academic work should be 
separated; they believe that the best professional results 
will be secured by combining the two. But they also 
believe that a normal school is a very different thing 
from an academy or a high school, and that there is a 
philosophy of education whose principles and methods 
may be taught. 

The normal school creed of the state has been formu- 
lated as follows: 



100 HISTORICAL SKETCH OF 

*'I. It is the proper function of normal schools to 
give specific and thorough instruction in such branches 
as the pupils may be expected to teach. 

"II. It is the function of the normal schools to give 
instruction in such branches as will discipline mind^ 
and more completely furnish the teacher for vv^ork in 
his profession. 

" III. It is the function of normal schools to exem- 
plify model teaching — such as in manner, method and 
matter, will be worthy of imitation, and be to the 
teacher a perpetual ideal. 

" IV. It is the function of normal schools to give 
constant attention to the philosophy of education, that 
true methods may be comprehended, and based upon 
mental aptitude and laws of mind. 

" V. It is the function of normal schools to provide 
schools of observation and practice, — model schools, or 
departments, dealing in such grades as are not found in 
normal schools proper, the more varied the better — 
illustrative of organization, management and gradation^ 
as well as of instruction." 

The Present System of Teachers' Institutes. 

The teachers' institutes have now a vital and organic 
connection with the normal schools. As elsewhere 
stated, the state is divided into four institute districts, 
and one professor in each normal school is permanently 
set apart for the conducting of institutes in certain por- 
tions of the year. The spring institute campaign ex- 
tends from about the middle of March to the first of 
Ma}^; the fall campaign comprises the months of Au- 
gust, September, and October. At these times the four 



KORMAL INSTRUCTIOK lif WISCOKSIN". 101 

conductors are constantly in the field; and in the month 
of August, and to a limited extent at other times, other 
qualified persons, principals of high schools, etc., are 
employed in conducting institutes. The number of in- 
stitutes held is not far from sixty, yearly. 

The usual length of the institutes is four or five days^ 
but those of two weeks in duration are quite common, 
and in August and September of each year a number 
are held of four weeks each. For each of these long- 
term, or normal institutes, as they are termed by way 
of distinction, two conductors are furnished by the 
board of regents; to the shorter ones but one conductor 
is sent. 

The county superintendent is required by law to hold 
at least one institute each year in his county. He de- 
termines the place and, so far as practicable, the time of 
the meeting; applies to the state superintendent, who 
is chairman of the institute committee of the board, for 
aid in conducting his institute; gives the public notice, 
and labors personally to get his teachers together. In 
the institute he is the executive ofiicer — it is his insti- 
tute — and, when able, he also takes part in the work 
of instruction. 

Enrollment blanks, blank registers and reports, and 
small note-books for the use of the members, are fur- 
nished by the board. 

The registers and reports are kept in duplicate, one 
copy being forwarded to the state superintendent, and 
the other kept on file by the regular conductor of the 
district in which the institute is held. 

The board pay the salaries and expenses of the con- 
ductors, and the expenses of lecturers. Other expenses 
are properly a charge upon the county. 



102 HISTORICAL SKETCH OF 

The assigimient of conductors to particular localities 
for work, and the final arrangement of dates, is made by 
the institute committee of the board after due consulta- 
tion of all interests. 

In July of each .year, a conductor's meeting is held, to 
which come all the conductors, both regular and occa- 
sional, for consultation and w^ork. One of the results of 
this meeting is a well digested syllabus, or course of 
study, for the long-term institutes. Greater system and 
uniformity of method also result, with greater enthusi- 
asm in the work and more of the professional spirit. 
The conductors' meeting has come to be considered one 
of the educational institutions of the state. 

It is no exaggeration to say that probably no part of 
the whole educational system of the state has more 
firmly intrenched itself in the confidence and esteem of 
the people than the institute work under the present 
S3^stem. The credit for this state of affairs is largely 
due to the veteran institute worker, Prof. Robert Gra- 
ham, and Hon. W. H. Chandler of the board of regents; 
though many have a lesser share with them. 

It may be further remarked that while the general 
type of Wisconsin teachers' institutes may not be one 
peculiar and unfbund elsewhere, it is at least a tolerably 
marked and well defined type. 

The average Wisconsin institute is not a huge and 
unwieldy gathering where conductors lecture and mem- 
bers pass complimentary resolutions. It is not a social 
gathering, but a place for study and labor. Its mem- 
bership is generally not too large for some individual- 
ization of work, and cooperation rather than passive re- 
cipiency is expected from those who compose it. And 
yet it is an institute and not a school. 



KORMAL IN'STRUCTION IIS" WISCOKSIK. 103 

In conclusion it is confidently believed that no state 
in the union has so large and secure a fund for the sup- 
port of normal instruction, or so extensive and thor- 
oughly organized a system of teachers' institutes. 

The four normal schools, with more to come, must 
speak for themselves. 

May the future far exceed the present, and achieve- 
ment equal promise. 



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